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Serious Games based training to deal with difficult dialogues and stressful situations

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Serious Games based training to deal with difficult dialogues and stressful situations

  1. 1. Serious Games based training to deal with difficult dialogues and stressful situations Lucia Pannese 30 January 2013
  2. 2. Fields of application of Serious Games & simulations in Healthcare Supporting therapy, rehabilitation after severe illness Self‐management of illness /chronic conditions (e.g.  diabetes) “Exergames“ ‐ motivating and supporting physical activity and healthy lifestyle Anonymous group therapy Preventive medicine Behavioural change Healthy Nutrition Train healthcare professionals  (medical procedures, methods for diagnosis, patient monitoring …..) Doctor‐patient communication
  3. 3. The MIRROR Project Reflective Learning at Workencourage human resources to reflect on previous experiences at theworkplace and learn from them. The projects focus is the creation of a setof applications that enable employees to learn lessons from their ownexperiences (as well as from the experiences of others) and therebyimprove their future performance @MirrorIP www.mirror-project.eu LinkedIn: MIRROR – reflective learning at work
  4. 4. SCENARIONurses and Carers have to cope with a high level of stress in theirworking shifts.They are trained on the medical side and in procedures, but somesupport to deal with “challenging behaviour” is needed.
  5. 5. OBJECTIVECreating a game that…▪ Reduces tutorial effort▪ Enhances learners capability to self-regulate learning▪ Connects the virtual and the real experience▪ Makes learners / players reflect on experience▪ Connects previous and future experience (backwards and forward reflection)▪ Motivates learners and engages them
  6. 6. CHARACTERISTICSThis game should…▪ Display a 3D graphics▪ Be immersive▪ Be simple to play▪ Vary the form of the interactivity▪ Show a high level of fidelity in the look and feel▪ Incorporate a virtual tutor▪ Allow to revise the learning experience and reflect on it
  7. 7. THEORETICAL FRAMEWORK▪ The Virtual Tutor is based on Vygotsky’s social learning theory that emphasizes the essential nature of social dimensions to learning.▪ The importance of peer learning was stressed in the development of the Zone of Proximal Development (ZDP) defined as ‘the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’▪ The Zone is not some clear-cut space that exists independently of the process of joint activity itself but it is created in the course of collaboration. (Vygotsky, 1978)
  8. 8. THE VIRTUAL TUTOR▪ acts as co-learner able to support learners’ knowledge construction;▪ provides a cognitive model of competent performance;▪ has no position of authority with respect to the learner, because this create a trusting relationship that might facilitate self-disclosure of ignorance and misconception;▪ monitors learner performance;▪ diagnoses, corrects and manages misconceptions and errors;▪ adds to and extends learners’ current capabilities;▪ modifies learners’ current capabilities;▪ rebuilds new understanding when learners have a misconception.
  9. 9. Link with a Reflection Modelclarify the connection between the reflection model and games inorder to improve the MIRROR conceptualization of serious games astools for reflection“Do work” step in the 3D game
  10. 10. The Learning Diary Conduct reflection session in the 3D game (post game)
  11. 11. THE VIRTUAL HOSPITAL
  12. 12. DIALOGUES
  13. 13. THE iPAD
  14. 14. MINI-GAMES
  15. 15. VIRTUAL TUTOR: PUSH and PULLPush: learners can ask for the help of Pull: in some precise situation MariaMaria whenever they feel it is relevant. appears inside the game through a pop-up window to help users deal with difficult situations
  16. 16. FORMATIVE EVALUATION‘This would have been ‘The Virtual Tutor is a ‘Mini games are reallyreally helpful when we good support inside fun and teach mefirst started’. the game’. something that seems to be really important’.‘It’s really helpful’. ‘I was really immersed ‘Tutor really helps me inside the game’. during the game’.‘Mrs Violet looks exactly ‘The game is really ‘The tutor’s feedback, thelike Mrs XX and she says innovative, I like the scores and the learningexactly those sorts of way patients are diary help me to reflectthings!’. distributed inside the about my game environment, the experience’. challenges I have to address and the mini games’.
  17. 17. Insights and Lessons LearnedNormally a coach/facilitator supports the transfer exercise betweenvirtual and real experiences:▪ We have shown that part of this support can be transferred into a game, adding it as a narrative element, without breaking the plot and the engagement. Users find it useful and like it.▪ The virtual tutor supports self-regulated learning.▪ The logics and mechanics of this virtual tutorial support is transferrable to other domains.
  18. 18. Next Steps….New Scenarios: • Emergency training in a hospital after an earthquake • Flexible working styles in a modern company • Soft skills training
  19. 19. Next Steps….New Features: ▪ User generated content through NPCs (authoring tool) ▪ Dynamic scenes (repeatability)
  20. 20. THE MIRROR PROJECT @MirrorIP www.mirror-project.euLinkedIn: MIRROR – reflective learning at work
  21. 21. Thank you for your attention!Lucia PanneseCEO, imaginary srl Mob. +39 338 8785839Innovation Network Politecnico di lucia.pannese@i-maginary.itMilano Skype: lueolli @lpanneseVia Mauro Macchi, 50 - 20124 MilanPhone +39 02 89458.576 www.i-maginary.it

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