My game is called “Make it or Break it”. It is a combination of game and simulation created for chiropractic students.
The game is loosely based on the game Emergency Room- Life or Death that I previously analzyed for this course. I wanted to create a game that closely simulated the challenges that a new chiropractor would face.
The point of this game is to earn money seeing patients so that the student loan debt can be paid off. Correct answers decrease the debt load and poor performance results in student being sent back to chiropractic school with an increase in debt. A running tally will be kept in the corner of each screen that the student encounters.
The student will click to enter and are told that Today is the first day at your new chiropractic clinic. Are you ready to begin seeing patients? Evaluate and treat the series of patients in this game to find out! Can you correctly diagnose and treat your patients? Or, do you need to go back to Term 1 to study more?Let’s find out….
The students will check their patient schedule.
And choose a patient file
They will review the patient electronic medical record and intake forms and then progress to the history.
A this point I hope to be able to integrate the Interactive Scenario Builder created by the university of Minnesota. You can customize these scenarios- choose patient pictures with different body language and responses based on the question asked.
Students are asked to choose the 5 key questions that would be key to a diagnosis in a particular case. As you can see by the photo, the patient’s body language changes depending on the question asked.
The first gaming element would be added at this point. Selection of the correct key questions is rewarded with positive sounds- much like a casino slot machine and points. If the student doesn’t attain sufficient points, the patient leaves to the sound of a slamming door and the student must return to the front office to start over with a new patient.
They are also directed to this feedback screen for more specific details on their performance.
The students progresses through the different stages of a patient visit. At each stage they are rewarded with a decrease in student loan debt with correct answers. Minor errors and they must take continuing education. Too many errors and they are sent back to chiropractic school with a corresponding increase in debt. This pattern is continued throughout the remainder of the game.
Match each exam finding with the appropriate meaning. Once again correct answers are rewarded with dollars toward student loan debt and incorrect answers result in the student being sent to review the appropriate tutorial- either in continuing education or back in chiropractic school. Students will then proceed to choose diagnoses again with similar results.
At this point the student must choose an appropriate rational, cost-effective treatment plan for the patient. If they choose Too many elements- Insurance company refuses to pay the billIncorrect elements- Patient expresses pain or leaves your care because it takes to long to get betterCorrect elements- Patient does a jig and bill is paid and points tally up in bank accountPlay long enough- pay off student loan!rent-
Prensky’s GBL model involves these elements.
As currently designed, but could easily add
Chiropractic game presentation
Chiropractic Game/Simulation <br />Make it or Break it!<br />Glori Hinck<br />Boise State UniversityEDTECH 532 Educational Games & Simulations<br />Spring 2010<br />
Gaming Element: <br />Choose the correct differential diagnoses:<br />Incorrect choices result in student being referred to a tutorial<br />Student Loan Debt<br />$100,000<br />$90,000<br />Minor Errors<br />Student sent to continuing education- shorter tutorial and less costly. Can return where left off in the game.<br />Critical or Multiple Errors<br />Student sent back to chiropractic school (tutorial) and must start from the beginning of the game. <br />Student Loan Debt<br />$100,000<br />$105,000<br />
Prensky’s GBL Model<br />Rules<br />Goals and Objectives<br />Outcomes and Feedback<br />Conflict/Competition/Challenge/<br /> Opposition<br />Interaction<br />Representation or Story<br />
Student progresses through each case study in a step-by-step manner<br />Must correctly choose from presented options to progress to next level<br />Incorrect choices result in return to <br /> Chiropractic College or Continuing Education tutorials (based on degree of error) with corresponding increase in student loan debt<br />Upon completion of tutorial, play may resume<br />Prensky’s GBL Model:Rules<br />
Student starts the game with student loan debt<br />$$ added to bank balance for correctly performing billable chiropractic services<br />$$ subtracted from bank balance for inadequate performance which results in return to school<br />Prensky’s GBL Model:Rules<br />
Successfully evaluate and treat a series of patient presentations<br />Successful treatment of a patient causes them to refer a new patient to you <br />Earn insurance payments from these patients<br />Earn enough $$ to pay off student loans<br />Avoid returning to chiropractic school or student loan balance goes up<br />Prensky’s GBL Model:Goals and Objectives<br />
Correctly performing tasks allows student to progress to the next stage of patient care<br />Sounds and visuals are used to provide positive and negative feedack<br />“Thank you Doc”<br />“Ow! You hurt me”<br />“Cha-ching” cash register sound<br />“Claim is denied”<br />Prensky’s GBL Model:Outcomes and Feedback<br />
There is minimal conflict in this game <br />The students are competing with themselves to increase their bank balance and pay off their student loan debt<br />Prensky’s GBL Model:Conflict/Competition/Challenge/Opposition<br />
Students interact with the computer<br />Social interaction is not a part of the initial game but could be added in the future with students playing against each other<br />Prensky’s GBL Model:Interaction<br />
Aldrich’s 3-Part Model:<br />Simulation Elements<br /><ul><li> Real-life forms
Scenarios are based on actual patient presentation
Students must select answers from a large number </li></ul> of possibilities<br /><ul><li> Financial ramifications of decisions are included</li></ul>Constructivism<br /><ul><li>Students construct knowledge based on</li></ul> what they already know<br /><ul><li> Tutorials provide additional info and </li></ul> expedite learning process <br /><ul><li> Students must synthesize information in</li></ul> real-life context<br />Behaviorism<br /><ul><li>Students are rewarded for </li></ul> correct answers and <br /> “punished” for incorrect answers<br />Cognitivism<br />Game is based on core chiropractic content and students must select correct answers in order to proceed through the game. Tutorials are provided when performance is inadequate. Emphasis is on learning with understanding rather than rote memorization.<br />