<ul><li>Designing Serious Games for Medical Education </li></ul><ul><li>Mark Childs,  </li></ul><ul><li>Warwick Medical Sc...
Outline <ul><li>Defining and distinguishing between games and simulations </li></ul><ul><li>Designing these for education ...
What makes a game? <ul><li>Effective games have: </li></ul><ul><li>Character role   </li></ul><ul><li>Scoring   </li></ul>...
Psycho what? <ul><li>The merging of action and awareness:  </li></ul><ul><li>Clear goals and feedback </li></ul><ul><li>Co...
What makes a simulation? <ul><li>Effective simulations: </li></ul><ul><li>Do not require narrative, character role, scorin...
Learning from games <ul><li>Four models of learning from games </li></ul><ul><li>transmission model (behaviourist) conveyi...
Other game observations <ul><li>Meaningful play created by entering a “magic circle” (from Huizinga) where objects and eve...
Linking games and education <ul><li>Endogenous v. exogenous </li></ul><ul><ul><li>Is the educational content appropriately...
Linking games and education <ul><li>Is learning content? </li></ul><ul><li>Explicit within game </li></ul><ul><li>Implicit...
 
Simulations <ul><li>Common uses of simulations </li></ul><ul><li>Medbiquitous virtual patient models </li></ul><ul><li>Tri...
Interactive Trauma Trainer ref Human Factors in Defence Medicine Ref Birmingham University
Virtual Healthcare ref Naval Research ref Birmingham University
 
Health care games <ul><li>Made more difficult by </li></ul><ul><li>knowledge imparted through non-verbal, non-textual enga...
Health care games <ul><li>Embedding made easier by use of narrative within the paper-based scenarios already used with stu...
Successful health games <ul><li>Appropriateness of the technology. </li></ul><ul><li>Endogenous not exogenous.  </li></ul>...
A solution looking for a problem <ul><li>Good elearning design starts with the pedagogical issue and decides what is the m...
Upcoming SlideShare
Loading in...5
×

Games In Medical Education

6,301

Published on

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

Published in: Technology, Health & Medicine
1 Comment
8 Likes
Statistics
Notes
No Downloads
Views
Total Views
6,301
On Slideshare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
144
Comments
1
Likes
8
Embeds 0
No embeds

No notes for slide
  • Games In Medical Education

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

      Clipping is a handy way to collect important slides you want to go back to later.

    ×