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Theoretical and Practical Considerations for Serious Games Development
The document discusses the development and implementation of serious games in medical education, focusing on the types of games and their educational purposes. It emphasizes the benefits of game-based learning and retention rates compared to traditional lectures. The workshop aims to help participants choose appropriate games for their curricula and create an effective implementation plan.
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Theoretical and Practical Considerations for Serious Games Development
- 1. Theoretical & practical considerations for seriousgames development & implementation in medical education AMEE 2019.08.26 Wien, AT
- 2. WORKSHOP FACILITATORS •Todd PChang, MD MAcM •Martin V Pusic, MD PhD •Eric B Bauman, PhD FSSH •Chaoyan Dong, PhD •Gerald R Stapleton, MS •Elizabeth K Kachur, PhD
- 3. NO CONFLICTS &DISCLOSURES •Elizabeth K Kachur, PhD •Martin V Pusic, MD, PhD •Chaoyan Dong, PhD •Eric B Bauman, PhD, FSSH •Gerald R Stapleton, MS •Todd P Chang, MD, MAcM
- 4. OBJECTIVES 1. List typesof games and game elements used in medical education, with examples 2. Select types of games to fit curricular needs 3. Discuss an implementation plan for applying games to their own setting
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- 6. WHAT IS A‘GAME’?
- 7. 4 DEFINING TRAITSOF A GAME 1. Goal 2. Rules 3. Feedback System 4. Voluntary Participation
- 8. “WINNING” IS NOTA NECESSARY GAME TRAIT
- 9. TYPES OF GAMES 1.Roleplaying 2.Frame games 3.Puzzles 4.Cross words 5.Game Show / Trivia 6.Strategy Game 7.Physical/Movement Game 8.Dance Game 9.Escape Game 10.Survival Game 11.Memory Games 12.Scavenger Hunt 13.Treasure Hunt 14.Story Games 15.Tabletop / Board Games 16.Slide Presentation 17.Multi Media • Role Playing Game • Puzzle • Real-time Strategy Game / Resource Management • 1st Person Shooter (FPS) • Platform Game • Adventure Game • Sports Game • Online / Massive Multi- Player Online (MMO) Bigdeli & Kaufman Med J Islamic Rep Iran 2017.
- 10. WHAT GAMES DOYOU PLAY?
- 11. WHAT IS AGAME’? A game is a system in which players, participants engage in an artificial conflict, contrived activity based on a well designed experience that is defined by rules, that results in a quantifiable outcome Salen, K., Tekinbaş, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press. Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19-29
- 12. WHAT IS A‘SERIOUS GAME’? …but designed to achieve an intentional purpose for learning, behavioral change including but not limited to social justice, health, etc… Serous Games attend to or map back to learning or training objectives De Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning.
- 13. WHAT IS ‘GAME-BASEDLEARNING’? Learning that takes place with and/or as a game… provides instructional content where the intent is to promote knowledge and skill transfer Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
- 14. SERIOUS GAME vs ENTERTAINMENT GAME EntertainmentGames: strive to keep immersed within the game environment as long as possible. Serious Games: Aim transfer knowledge or develop skills to be applied in the real-world with efficiency. • A good Serious Game may be intentionally and inherently short
- 17. SUMMARY TERMINOLOGY •Game •Serious Game •EntertainmentGame •Game-based Learning
- 18. ANY QUESTIONS SOFAR?
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- 21. Why Games? Retention Rates Studentswho learned by doing: 75% Students who learned from lecture: 5% (Magennis and Farrell - 2005)
- 22. Why Games? Retention Rates Studentswho learned by simultaneously seeing, hearing, and doing: 90% Students who learned by doing: 80% Students who learned by seeing: 40% Students who learned by hearing: 20% Joyce - 2005
- 24. Foundations of Game-basedLearning David Kolb’s Experiential Learning Cycle
- 25. Foundations of Game-basedLearning Donald Schön Patricia Benner Reflection - on action - in action Actions Outcomes Problem Planning Solving Benner P. From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley; 1984 Schön DA. The reflective practitioner: How professionals think in action. New York: Basic Books; 1983
- 26. Contemporary Theory Kurt Squire DesignedExperience • Participant experience or learning as Performance James Paul Gee Socially Situated Cognition • Learning is situated within a material, social and cultural experience Gee, J.P. (2003). What videogames have to teach us about learning and literacy. New York, NY: Palgrave-McMillan. Squire, K.D. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8), 19-29.
- 27. Fit and Integration Didactic Preparation Games,XR, Interactive Applications Task Trainer or Simulator Real World Experience Bauman’s Layered Learning Framework ©Bauman 2019 all Rights Reserved Felszeghy S., Pasonen-Seppanen S., Koskela A., Nieminen P, Harkonen K, Paldanius K.M.A., Gabbouj S., Ketola K., Hiltunen M., Lundin M., Haapaniemi T., Sointu E., Bauman E.B., Gilbert G.E, Morto D., & Mahonen A. (In Press). Use of gamification in a histology course: An innovative strategy. BMC Medical Education.
- 28. Fit and Integration Effective AppealingEfficient ProperFit Learning Objectives Complexity Cost Time Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-Collaboration between eLearning designers and instructor experts. Madison, WI: Atwood Publishing Bauman, E. B. and Ralston-Berg, P. (2014). Virtual simulation. In J. Palaganas, J. Maxworthy, C. Epps, and M.E. Mancini (Eds). Defining excellence in simulation. Wolters Kluwer – Lippincott Williams & Wilkins
- 29. SMALL GROUP ACTIVITY Applicationof Game Types to potential Educational Objectives GAMES - SQUARED
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- 31. Problem Card: Descriptionof a learning challenge
- 32. Solution Cards • GameType • Pros (Advantages) • Cons (Limitations)
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- 37. GAME ABOUT GAMES Learn about different types of games and discuss the pros/cons ofeach 1. Distribute Solution Cards/player, Problem Cards face-down in center 2. Pick 1 Problem Card 3. Each player selects 1 Solution Card and advocates for it to be the BEST FIT for the problem 4. Group ranks solutions by best chance to solve problem 5. Distribute rewards among group as appropriate 5 min/ round
- 38. ! ! Post-Game Reflections: • Howdid it feel? • What did you learn? • Did the game achieve its goal? • How could format/rules be modified?
- 39. Next up… What aresome of the key characteristics, elements and features of effective games and game strategies?
- 40. Learning Principles for GoodGames James Paul Gee What Video Games Have to Teach Us About Learning and Literacy - 2003
- 42. Problem Solving ProblemSolving Empowerment Risk Feedback Edge Context Transfer
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- 49. Seven Keys to PERFECTGames Problem Solving Empowerment Risk Feedback Edge Context Transfer
- 50. IMPLEMENTATION Now how willyou make it fit?
- 51. Fit and Integration Didactic Preparation Games,XR, Interactive Applications Task Trainer or Simulator Real World Experience Bauman’s Layered Learning Framework ©Bauman 2019 all Rights Reserved Felszeghy S., Pasonen-Seppanen S., Koskela A., Nieminen P, Harkonen K, Paldanius K.M.A., Gabbouj S., Ketola K., Hiltunen M., Lundin M., Haapaniemi T., Sointu E., Bauman E.B., Gilbert G.E, Morto D., & Mahonen A. (In Press). Use of gamification in a histology course: An innovative strategy. BMC Medical Education.
- 52. Fit and Integration Effective AppealingEfficient ProperFit Learning Objectives Complexity Cost Time Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-Collaboration between eLearning designers and instructor experts. Madison, WI: Atwood Publishing Bauman, E. B. and Ralston-Berg, P. (2014). Virtual simulation. In J. Palaganas, J. Maxworthy, C. Epps, and M.E. Mancini (Eds). Defining excellence in simulation. Wolters Kluwer – Lippincott Williams & Wilkins
- 53. IMPLEMENTATION CONSIDERATIONS •What isyour context? •Who are your learners? • How will you implement the game fir the first time? • How will you continue the game in the future?
- 55. THANK YOU dr.toddchang@gmail.com • ToddP Chang, MD MAcM • Martin V Pusic, MD PhD • Eric B Bauman, PhD FSSH • Chaoyan Dong, PhD • Gerald R Stapleton, MS • Elizabeth K Kachur, PhD
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- 57. GAMIFICATION • Application of gamedesign elements to traditionally nongame contexts. Deterding, S. (2014). The lens of intrinsic skill atoms: A method for gameful design. Human-Computer Interaction, Special Issue" HCI and Digital Games," Forthcoming. Deterding, S., Dixon, D., Khalid, R., Lennart, N. (2011). MindTrek’11, September 28-30, 2011, Tampere, Finland. Rutledge et al. Academic Medicine 2018