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Are Games and Simulations
a Good Fit for Your Curriculum?
Penny Ralston-Berg - Penn State World Campus
Eric B. Bauman, PhD, RN - Clinical Playground, LLC
Disclosures
The views and perspectives discussed in this presentation
are those of the presenters and may not represent the
views of of Penn State World or Clinical Playground, LLC
What is Fit?
Degree to which a game or simulation
supports instructional objectives.
  Thoughtful, appropriate, purposeful
  Aligned with learning objectives
  Works within constraints
Aspects of Fit: Impact
Effective
AppealingEfficient
Proper Fit
Ralston-Berg, P. & Lara, M. (2012). Fitting virtual reality and game-based learning into an existing curriculum. In E. Bauman (Ed.), Games and
Simulation for Nursing Education. New York: Springer.
©Bauman 2015 Rights Reserved	

Intrinsic Extrinsic
Reward comes from Mastery Tangible Reward
Clear, meaningful and situated goals Goals assigned
Progress is intuitive apparent and
immediate [real-time or just-in-time]
Progress is determined or assigned
outside of the current activity
Endorses or reinforces behavior you
are already committed to or hope to
engage in the future
Represents Player Agency
If you complete this task you will be
given access to another task –
Hierarchical Direction
Autonomous Directed
Aspects of Fit: Reward
Active Learning Compliance
Outcome DrivenDeep Meaning
Creative Shallow
Aspects of Fit: Constraints
Learning
Objectives
Complexity
Cost Time
Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-Collaboration between eLearning designers and instructor experts. Madison, WI:
Atwood Publishing.
Examples of Fit
Learning Situation or Goal Type of Game or Simulation
Boring, mundane,
undesirable tasks
Games that level up; intrinsic
motivation
Distinct levels of
achievement or competency
Meta-gaming;
use out-of-game resources or
strategies to succeed
Reinforce information or
processes
Mini-games within game
Define terms; use
appropriately; syntax
Quick games;
reward for speed;
replay from pool
Examples of Fit
Learning Situation or Goal Type of Game or Simulation
Make decisions, react to
consequences under stress
Immersive sim; level up =
higher stakes, less time to
react; created environment
Team strategic thinking Multi-player sim
See problem from various POV Role play sim with tasks
Observe and reflect Virtual world with sim
environment
Examples of Fit
Learning Situation or Goal Type of Game or Simulation
Practice speaking language in
real time
Virtual community
Interaction with
environment; affective
responses
Role-play simulation
Inaccessible locations or
dangerous situations
Simulation;
created environments
Group communication;
leadership
Simulated interaction with
characters within an
environment
Finding the Right Fit
 Clearly define learning objectives
 Describe key functions or tasks
 Brainstorm / research
 Consider constraints
  Time, budget resources
 Maximize impact within constraints
Cost vs. Impact
IMPACT
COST
High
Low High
Patient simulator
Disaster preparedness
simulator
Text-based CYOA
Practice quiz
PPT display in virtual
world
Sim tests vocab
Ralston-Berg, P. & Lara, M. (2012). Fitting virtual reality and game-based learning into an existing curriculum. In E. Bauman (Ed.), Games and
Simulation for Nursing Education. New York: Springer.
Let’s try it!
Learning Objective
 Perform correct procedure for IV therapy based on
a specific clinical discipline and related clinical
functions (MD, RN, NA, Paramedic)
Let’s try it!
Key Functions or Tasks
 Psychomotor skills (haptic)
 Procedural skills
 Clinical critical thinking / decision-making
 Why does the patient need an IV?
 What gauge IV?
 What type of fluid?
Perform correct procedure for IV therapy based on a specific
clinical discipline and related clinical functions (MD, RN, NA,
Paramedic)
Let’s try it!
Brainstorm / Research
 Needle shooter hits target (timed)
 Drag and drop – What tools do you need to
perform the task?
 3D anatomy model sim
 What have others done?
Constraints
IMPACT
COST
High
Low High
Role simulatorText-based situation
Drag and drop
supplies
Anatomy quiz
Let’s try it!
Which is the best fit? Role play sim!
 Role play – four roles; not multiple players
 Situational narrative based on role
  Anatomy mini-game – best location for IV
  Tools mini-game – drag tools to tray
 Design / consequence series based on
decisions required for each role
Finding the Right Fit
 Clearly define learning objectives
 Describe key functions or tasks
 Brainstorm / research
 Consider constraints
  Time, budget resources
 Maximize impact within constraints
Common Pitfalls
  Adding games and sims automatically
increases interactivity and learning
  Underestimate time, cost, support
needed
  SME also designer, developer, support
  Not the faculty’s job to support the tech…
their job to use it
Common Pitfalls
  Educational designer is dependent on the SME
  Missing even small content areas can
hamper project completion
  Intellectual property
  Whose is it and can you use it
  Privacy
  Student accounts with 3rd party vendors
Fit – The Big Picture
Prerequisites Procedure
Game or Sim
Debrief and
Reflection
Bonus!
 Translate objectives to key functions
 Reuse game shells, wireframes,
design sequences
  Multiple storyboards
  Other content areas
Thank you!
Book info:
Pinterest:
https://www.pinterest.com/pennymoved/games-sims-and-fit/
Contact: PLR15@PSU.EDU
ebauman@clinicalplayground.com

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Are Games and Simulations a Good Fit for Your Curriculum?

  • 1. Are Games and Simulations a Good Fit for Your Curriculum? Penny Ralston-Berg - Penn State World Campus Eric B. Bauman, PhD, RN - Clinical Playground, LLC
  • 2. Disclosures The views and perspectives discussed in this presentation are those of the presenters and may not represent the views of of Penn State World or Clinical Playground, LLC
  • 3. What is Fit? Degree to which a game or simulation supports instructional objectives.   Thoughtful, appropriate, purposeful   Aligned with learning objectives   Works within constraints
  • 4. Aspects of Fit: Impact Effective AppealingEfficient Proper Fit Ralston-Berg, P. & Lara, M. (2012). Fitting virtual reality and game-based learning into an existing curriculum. In E. Bauman (Ed.), Games and Simulation for Nursing Education. New York: Springer.
  • 5. ©Bauman 2015 Rights Reserved Intrinsic Extrinsic Reward comes from Mastery Tangible Reward Clear, meaningful and situated goals Goals assigned Progress is intuitive apparent and immediate [real-time or just-in-time] Progress is determined or assigned outside of the current activity Endorses or reinforces behavior you are already committed to or hope to engage in the future Represents Player Agency If you complete this task you will be given access to another task – Hierarchical Direction Autonomous Directed Aspects of Fit: Reward Active Learning Compliance Outcome DrivenDeep Meaning Creative Shallow
  • 6. Aspects of Fit: Constraints Learning Objectives Complexity Cost Time Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-Collaboration between eLearning designers and instructor experts. Madison, WI: Atwood Publishing.
  • 7. Examples of Fit Learning Situation or Goal Type of Game or Simulation Boring, mundane, undesirable tasks Games that level up; intrinsic motivation Distinct levels of achievement or competency Meta-gaming; use out-of-game resources or strategies to succeed Reinforce information or processes Mini-games within game Define terms; use appropriately; syntax Quick games; reward for speed; replay from pool
  • 8. Examples of Fit Learning Situation or Goal Type of Game or Simulation Make decisions, react to consequences under stress Immersive sim; level up = higher stakes, less time to react; created environment Team strategic thinking Multi-player sim See problem from various POV Role play sim with tasks Observe and reflect Virtual world with sim environment
  • 9. Examples of Fit Learning Situation or Goal Type of Game or Simulation Practice speaking language in real time Virtual community Interaction with environment; affective responses Role-play simulation Inaccessible locations or dangerous situations Simulation; created environments Group communication; leadership Simulated interaction with characters within an environment
  • 10. Finding the Right Fit  Clearly define learning objectives  Describe key functions or tasks  Brainstorm / research  Consider constraints   Time, budget resources  Maximize impact within constraints
  • 11. Cost vs. Impact IMPACT COST High Low High Patient simulator Disaster preparedness simulator Text-based CYOA Practice quiz PPT display in virtual world Sim tests vocab Ralston-Berg, P. & Lara, M. (2012). Fitting virtual reality and game-based learning into an existing curriculum. In E. Bauman (Ed.), Games and Simulation for Nursing Education. New York: Springer.
  • 12. Let’s try it! Learning Objective  Perform correct procedure for IV therapy based on a specific clinical discipline and related clinical functions (MD, RN, NA, Paramedic)
  • 13. Let’s try it! Key Functions or Tasks  Psychomotor skills (haptic)  Procedural skills  Clinical critical thinking / decision-making  Why does the patient need an IV?  What gauge IV?  What type of fluid? Perform correct procedure for IV therapy based on a specific clinical discipline and related clinical functions (MD, RN, NA, Paramedic)
  • 14. Let’s try it! Brainstorm / Research  Needle shooter hits target (timed)  Drag and drop – What tools do you need to perform the task?  3D anatomy model sim  What have others done?
  • 15. Constraints IMPACT COST High Low High Role simulatorText-based situation Drag and drop supplies Anatomy quiz
  • 16. Let’s try it! Which is the best fit? Role play sim!  Role play – four roles; not multiple players  Situational narrative based on role   Anatomy mini-game – best location for IV   Tools mini-game – drag tools to tray  Design / consequence series based on decisions required for each role
  • 17. Finding the Right Fit  Clearly define learning objectives  Describe key functions or tasks  Brainstorm / research  Consider constraints   Time, budget resources  Maximize impact within constraints
  • 18. Common Pitfalls   Adding games and sims automatically increases interactivity and learning   Underestimate time, cost, support needed   SME also designer, developer, support   Not the faculty’s job to support the tech… their job to use it
  • 19. Common Pitfalls   Educational designer is dependent on the SME   Missing even small content areas can hamper project completion   Intellectual property   Whose is it and can you use it   Privacy   Student accounts with 3rd party vendors
  • 20. Fit – The Big Picture Prerequisites Procedure Game or Sim Debrief and Reflection
  • 21. Bonus!  Translate objectives to key functions  Reuse game shells, wireframes, design sequences   Multiple storyboards   Other content areas