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Games In Medical Education

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A presentation on the design of serious games for medical education. This version has images removed for copyright reasons.

A presentation on the design of serious games for medical education. This version has images removed for copyright reasons.

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  • Transcript

    • 1.
      • Designing Serious Games for Medical Education
      • Mark Childs,
      • Warwick Medical School
    • 2. Outline
      • Defining and distinguishing between games and simulations
      • Designing these for education
      • Some examples from medical education
      • Issues important in design
    • 3. What makes a game?
      • Effective games have:
      • Character role
      • Scoring
      • Emergent narrative
      • Responsive environment
      • Psychosocial moratorium
      • Need an understanding of what makes a game playable
      • Chris Brannigan, CEO, Caspian Learning: “The first academics want to do is to take all the fun out.”
    • 4. Psycho what?
      • The merging of action and awareness:
      • Clear goals and feedback
      • Concentration on the task at hand
      • The paradox of control
      • The loss of self-consciousness
      • The transformation of time
    • 5. What makes a simulation?
      • Effective simulations:
      • Do not require narrative, character role, scoring
      • Do need:
        • breadth of sensory information
        • Depth of sensory information
        • control of relation of sensors to environment
        • ability to modify environment
        • Perceptual feedback of changes
      • And – can be game and simulation
    • 6. Learning from games
      • Four models of learning from games
      • transmission model (behaviourist) conveying knowledge, drill-and-practice
      • user-centred model (experiential) exploring, synthesising and constructing knowledge,
      • participation model, consider the “wrapper” for the game, educational context
        • Simon Egenfeldt-Nielson, CEO Serious Games Interactive, “a game is just an excuse for reflection”
      • modding (de Freitas 2006; 20; Bungie 2007; 25)
    • 7. Other game observations
      • Meaningful play created by entering a “magic circle” (from Huizinga) where objects and events have a “second order reality” (Caillois)
      • Engagement as well as immersion. Engagement is deliberate, reflective (from Carr) where text has a “second order reading”
    • 8. Linking games and education
      • Endogenous v. exogenous
        • Is the educational content appropriately integrated with the gaming elements, or just bolted-on?
      • Two most important questions
        • What aspects of the subject matter in question already exhibit ludic features?
        • And how can a game designer exploit and highlight these aspects?
    • 9. Linking games and education
      • Is learning content?
      • Explicit within game
      • Implicit but made explicit through reflection
      • Completely avoidable
    • 10.  
    • 11. Simulations
      • Common uses of simulations
      • Medbiquitous virtual patient models
      • Triage simulation
      • Medical education in Immersive Virtual Worlds through
      • transmission of information
      • roleplay
      • Should focus on interaction not information
    • 12. Interactive Trauma Trainer ref Human Factors in Defence Medicine Ref Birmingham University
    • 13. Virtual Healthcare ref Naval Research ref Birmingham University
    • 14.  
    • 15. Health care games
      • Made more difficult by
      • knowledge imparted through non-verbal, non-textual engagement
      • embodied reality involves all the senses
      • critical situations may contain all manner of background sensory noise
      • scalable implementation across diverse learning environments
    • 16. Health care games
      • Embedding made easier by use of narrative within the paper-based scenarios already used with students
      • Situations already have game-like qualities (identifiable goal, time-dependent, narrative context)
    • 17. Successful health games
      • Appropriateness of the technology.
      • Endogenous not exogenous.
      • Engagement and immersion.
      • Realness and embodiment.
    • 18. A solution looking for a problem
      • Good elearning design starts with the pedagogical issue and decides what is the most appropriate technology
      • Therefore not only need to answer what can we use a game for? But …
      • What is there for which a game is the most appropriate technology?