The document discusses the use of game-based learning in nursing and healthcare education, highlighting its potential to enhance clinical learning experiences. It contrasts traditional games and simulations, emphasizing the engagement of learners through digital environments. The presentation outlines various pedagogical elements, benefits, and practical applications of game-based learning in education.

1. Eric
B.
Bauman,
PhD,
RN
Paramedic
Game
-­‐
Based
Teaching
and
Learning
for
Nursing
and
Healthcare
Educa?on
The
NLN/Boise
State
University
2nd
Simula9on
Conference:
Exploring
New
Ideas
in
Simula9on
.
.
.
.
.
.
.
.
.
.
.

2. Disclosures
&
Affilia?ons
Eric
B.
Bauman,
PhD,
RN,
Paramedic
– Fellow:
University
of
Wisconsin
School
of
Educa?on
-­‐
Games+Learning+
Society
(GLS)
– Assistant
Dean:
Ins?tute
for
Research
and
Clinical
Strategy
–
DeVry
Educa?on
Group
– Associate
Director:
Center
for
Excellence
in
Simula?on
Educa?on
-­‐
DeVry
Educa?on
Group
– Division
Chief,
EMS
–
Blooming
Grove
Fire
Dept.
– Managing
Member
–
Clinical
Playground,
LLC
– Managing
Member
–
Forensic
Analy?cs,
LLC
– Springer
Publishing
–
Author
– Relevant
Stock
–
CAE,
Zynga,
GE,
Pfizer
– Society
for
Simula?on
in
Healthcare
(SSH)
Serious
Games
&
VE
SIG
Co-­‐Chair
– Interna?onal
Nursing
Associa?on
for
Clinical
Simula?on
and
Learning
(INACSL)
Any
and
all
discussion
and
content
represents
the
views
and
scholarship
of
the
presenters
and
does
not
proclaim
to
and
may
not
represent
the
views
of
any
employer
or
affilia?ons
named
in
these
disclosures

3. Objec?ves
• Par?cipants
will
explore
how
to
use
game-­‐based
learning
in
educa?onal
contexts
• Par?cipants
will
be
able
to
iden?fy
types
of
content
that
provides
a
good
fit
with
game-­‐based
learning
• Par?cipants
will
explore
how
game-­‐based
learning
provides
an
expansion
of
the
clinical
learning
space
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2014
All
Rights
Reserved

4. Games
versus
Simula?on
• Tradi?onal
Perspec?ve
on
Games
– Goal
Oriented
– Rule
Based
– Sense
of
Consequence
• Rewards
or
otherwise
• Tradi?onal
Perspec?ve
on
Simula?on
– Imita?on
of
something
real
– Representa?on
of
key
design
elements
or
variables
of
a
system
or
process
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2014
Rights
Reserved

5. Games
versus
Simula?on
• To
a
large
extent
this
debate
has
been
played
out
among
educators
• We
want
to
engage
learners
in
a
situated
context
• Game
Mechanics
work
to
engage
the
learner
within
the
digital
environment
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2014
Rights
Reserved

6. Games
and
Simula?on
Clinical Practice
Simulation
Experience
Knowledge Acquisition
Behavior
Didactic
Illustration
2.1
Rethought
Simulation
to
Practice
Pathway
©
Bauman
2010
©
Bauman
2012
Games
Cognitive
Aid
Games

7. “We
are
entering
the
Ludic
Century…
…
we
will
use
games
to
shape
the
future
of
educa?on”
Ludology
Eric
Zimmerman,
NYU
Games
Center
6/15/2011
at
GLS7
www.ericzimmerman.com/
hjp://gamecenter.nyu.edu/tag/eric-­‐zimmerman
©Bauman
2012
Rights
Reserved

8. Ludic
Pedagogy
©Bauman
2014
Rights
Reserved
The
manner
through
which
games
teach
players
to
play
…
The
manner
through
which
games
teach
learners
to
learn
hjp://etd.lsu.edu/docs/available/etd-­‐11092011-­‐154402/unrestricted/jbroussard_disserta?on.pdf

9. Gamifica?on
©Bauman
2014
Rights
Reserved
•
Makes
content
more
engaging
•
Encourages
users
to
engage
in
desired
behaviors
•
Illustrates
a
path
to
mastery
&
autonomy
•
Provides
incen?ve
to
complete
chores
or
tasks
otherwise
seen
as
boring
•
Data
from
“gamified”
applica?ons
can
be
leveraged
for
CQI
Projects,
Curricula
and
ROI
Evalua?on
Examples
Leader
boards,
badges,
level-­‐ups,
puzzles,
?mers
and
status
bars
The
use
of
game
design
elements
in
non-­‐game
contexts

10. Badges
etc…

11. Game
Design
over
Gamifica?on!
©Bauman
2012
Rights
Reserved
“Games
are
Machines
For
Gaining
Competence”
Reward
should
come
from
Mastery
Game
Does
not
by
Defini?on
=
Fun
Thus
Gamifica?on
is
not
always
Playful
Sebas?an
Deterding
GLS
8
–
June
15,
2012

12. Metagaming
©Bauman
2012
Rights
Reserved
It
is
the
use
of
out-­‐of-­‐game
[out
of
curriculum]
informa?on
or
resources
to
affect
one's
in-­‐game
[prac?ce]
decisions…
Transcends
a
prescribed
rule
set
…uses
external
factors
to
affect
the
game
[prac?ce],
or
goes
beyond
the
supposed
limits
of
the
game
[prac?ce]
environment
hjp://en.wikipedia.org/wiki/Metagaming

13. Metagaming
©Bauman
2012
Rights
Reserved
Imagine
a
mobile
applica?on
or
game
that
could
be
leveraged
for
unique
learning
and
later
as
a
cogni?ve
aid
during
actual
prac?ce
hjp://www.gcrme.med.miami.edu/harvey_features.php

14. hjp://www.hollandcollege.com/admissions/full_?me_programs/prac?cal_nursing/
Metagaming
©Bauman
2012
Rights
Reserved

15. Virtual
Worlds
Game-­‐Based
Plavorm
©Bauman
2013
Rights
Reserved
Virtual
worlds:
an
environment
that
hosts
a
synchronous
digital
environment,
persistent
network
of
people,
represented
as
avatars,
facilitated
by
networked
computers
(Bell,
2008)
Game-­‐based
pla3orm:
An
environment
that
provides
a
narra?ve
and
system
of
rewards
for
accomplishing
specific
tasks
and
objec?ves.
Game-­‐based
plavorms
use
virtual
environments
to
stage
the
game.
Not
all
virtual
reality
environments
are
game-­‐based
(Bauman,
2010,
p.
186).

16. Layered
Learning
Model
Didac?c
Prepara?on
Interac?ve
Applica?on
Task
Trainer
or
Simulator
Real
World
Experience
©Bauman
2014
Situated
learning
experiences
link
didac?c
content
with
prac?cal
hands
on
experiences

17. Game-­‐Based
Learning
and
Reward
©Bauman
2014
Rights
Reserved
Intrinsic
Extrinsic
Reward
comes
from
Mastery
Tangible
Reward
Goals
are
clear,
meaningful
and
situated
Goals
assigned
Progress
is
intui?ve
apparent
and
immediate
[real-­‐?me
or
just-­‐in-­‐?me]
Progress
is
determined
or
assigned
outside
of
the
current
ac?vity
Endorses
or
reinforces
behavior
you
are
already
commijed
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
Direc?on
Autonomous
Directed
Ac?ve
Learning
Compliance
Outcome
Driven
Deep
Meaning
Crea?ve
Shallow

18. Good
Fit
for
Game-­‐Based
Teaching
&
Learning
• Are
you
using
simula?on
to
meet
your
needs
or
your
students
needs
• Using
technology
for
the
sake
of
technology
oxen
leaves
students
confused
and
faculty
frustrated
• Understand
that
all
forms
of
technology
have
their
limita?ons
• Play
down
the
“coolness”
and
“be-­‐all…
end
all”
factor
with
students.
©Bauman
2014
Rights
Reserved

19. Good
Fit
for
Game-­‐Based
Learning
&
Simula?on
R.
Kyle
In
order
to
accomplish
a
good
fit
between
technology
and
curriculum,
the
instruc?on
must
be
effec?ve,
efficient
and
appealing
–
and
that
technology
without
good
fit
becomes
a
distrac?on
to
learning
Ralston-­‐Berg,
P.
&
Lara,
M.
in
Bauman,
E.B.(2012).
©Bauman
2014
All
Rights
Reserved

20. Good
Fit
Game-­‐based
learning
taking
place
in
created
spaces
or
simula?on
occurring
in
digital
environments
are
best
leveraged
for
lessons
that
encompass
designed
experiences
that
focus
on
behavioral
or
decision
aspects
of
prac?ce
and
some
forms
of
targeted
psychomotor
training…
– Accultura?on
– Decision
Making
– Team
Training
– Workload/Time
Management
– Procedural
Demonstra?on
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2014
Rights
Reserved

21. Tearing
Down
the
Ivory
Towers
• Games
can
be
deployed
through
online
Learning
Plavorms
• Digital
Games
provide
a
distributed
learning
opportunity
Any?me
and
Anywhere
learning
• Digital
and
Game-­‐Based
Environments
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2014
Rights
Reserved
Expansion
of
the
Clinical
Space

22. Expansion
of
the
Clinical
Space
Created
Space
An
environment
that
has
been
specifically
engineered
to
accurately
replicate
an
actual
exis?ng
space,
producing
sufficient
authen?city
and
fidelity
to
allow
for
the
suspension
of
disbelief.
Bauman
2007
hjp://www.mimicsimula?on.com

23. Expansion
of
the
Clinical
Space
Designed
Experience
…is
engineered
to
include
structured
ac?vi?es
targeted
to
facilitate
interac?ons
that
drive
an?cipated
experiences.
These
ac?vi?es
are
created
to
embody
par?cipant
experience
as
performance.
Squire,
2006

24. Good
Game
–
Well
Played
or
Not
Entertainment
Game
Strives
to
keep
the
player
in
the
game-­‐based
environment.
Players
need
to
feel
like
the
cost
of
the
game
(money
and
commitment)
was
worthwhile.
This
encourages
subscrip?on
fees
and
future
franchise
purchases.
Educa9onal
or
Learning
Game
Prepares
learners
through
game-­‐play
and
game
mechanics
for
and
out
of
game
experience.
It
strives
to
prepare
for
some
other
type
of
success.

25. Good
Game
–
Well
Played
or
Not
Educa9onal
or
Learning
Games:
Solve
a
problem
Map
back
to
the
curriculum
Must
be
evaluated
for
efficacy
and
correla?on
with
outcomes
It
is
possible
to
repurpose
Commercial
Games
for
learning
It
is
about
the
context,
objec?ves,
and
narra?ve
Remember
in
Healthcare
and
Educa?on
–
Do
No
Harm
hjp://e27.co/design-­‐studio-­‐workshop-­‐with-­‐will-­‐evans-­‐of-­‐the-­‐library-­‐corpora?on/

26. Good
Game
–
Well
Played
or
Not
In
a
2010
survey
of
two
medical
schools,
students
responded
they
would
use
serious
games
under
the
following
condi?ons:
97%
if
game
is
fun
77%
if
helped
to
accomplish
an
important
goal
90%
if
helped
to
develop
skills
in
pa?ent
interac?ons
hjps://www.aamc.org/download/326404/data/technologynowgame-­‐basedlearninginmedicaleduca?on.pdf
Knosp,
B.,
Hamill,
G.,
Correl,
J.
&
GIR
Ed
Tech
Work
Group
(2013)
Among
the
more
than
200
medical
students
surveyed,
77
percent
said
they
would
par?cipate
in
a
mul?-­‐player
online
health
care
simulator
provided
it
helped
them
to
accomplish
an
important
goal.
Nauert,
R.
(2010)
hjp://psychcentral.com/news/2010/08/11/medical-­‐school-­‐educa?on-­‐from-­‐video-­‐games/16680.html

27. Pu{ng-­‐It-­‐Altogether
©Bauman
2014
Rights
Reserved
Ecology
of
Culturally
Competent
Design
Addresses
the
rigors
and
challenges
of
accurately
situa?ng
culture
within
virtual
environments
using
a
four-­‐element
model
that
emphasizes
the
importance
of
ac:vi:es,
contexts,
narra:ves,
and
characters.
-­‐
Bauman
&
Games
2010;
Games
&
Bauman,
2011
-­‐
hjp://www.thehealingblade.com
What
Makes
a
Good
Game

28. Pu{ng-­‐It-­‐Altogether
©Bauman
&
Ralston-­‐Berg
2013
All
Rights
Reserved
Virtual
Environment
Game
Environment
Created
Space
Designed
Experience
Mini-­‐Games
Meta-­‐
gaming

29. 3DiTeams-­‐Healthcare
Team
Training
in
a
Virtual
Environment
Jeff
Taekman,
et
al
Duke
University
Medical
Center
Examples
and
Demos
Team
Training
&
Decision
Making

30. Demos
Skill
&
Knowledge
Development

31. DEMO
iPad
Skin
Prep
Applica?on
©Bauman
2014
All
Rights
Reserved
Mobile
App

32. Demos
CliniSpace
Applica?ons
©Bauman
2014
All
Rights
Reserved
Virtual
World

33. Demos
Anatomy
Browser
©Bauman
2013
All
Rights
Reserved
Mobile
App
&Skill
Development

34. Demos
Zombies
–
PrgeneratorX
©Bauman
2014
All
Rights
Reserved
Use
of
Narra?ve

35. Second
Life/Virtual
Environment
Nigh?ngale
Isle
Jone
Tiffany,
DNP,
RN
New
World
Clinic
Gerald
Stapleton
MS
©Bauman
2012
Rights
Reserved
Behavioral/Decision
Making

36. Second
Life/Virtual
Environment
©Bauman
2012
Rights
Reserved
Behavioral/Accultura?on
.
.
.
.
.
.
.
.
.
.
.

37. Take
Home
Message
Game-­‐Based
Learning
leverages
created
environments
so
that
learning
takes
place
as
performance
though
carefully
designed
experiences
that
oxen
use
a
contextually
situated
narra:ve
to
promote
curriculum
objec?ves
©Bauman
2012
Rights
Reserved

38. Ques?ons?
R.
Kyle
©Bauman
2012
Rights
Reserved

39. Eric
B.
Bauman,
PhD,
RN
ebauman@clinicalplayground.com
hjp://www.linkedin.com/in/ericbbauman
hjp://www.slideshare.net/ebauman
Contact
Informa?on
@Bauman1967
Clinical
Playground,
LLC

40. Bauman,
E.
(2007).
High
fidelity
simula?on
in
healthcare.
Ph.D.
disserta?on,
The
University
of
Wisconsin-­‐Madison,
United
States.
Disserta?ons
&
Thesis
@
CIC
Ins?tu?ons
database.
(Publica?on
no.
AAT
3294196)
Bauman,
E.
B.
(2012).
Game-­‐based
Teaching
and
Simula:on
in
Nursing
&
Healthcare.
New
York,
NY:
Springer
Publishing
Company.
Bauman,
E.
(2010).
Virtual
reality
and
game-­‐based
clinical
educa?on.
In
Gaberson,
K.B.,
&
Oermann,
M.H.
(Eds)
Clinical
teaching
strategies
in
nursing
educa:on
(3rd
ed).New
York,
Springer
Publishing
Company.
Bauman,
E.B.
and
Games,
I.A.
(2011).
Contemporary
theory
for
immersive
worlds:
Addressing
engagement,
culture,
and
diversity.
In
Cheney,
A.
and
Sanders,
R.
(Eds)
Teaching
and
Learning
in
3D
Immersive
Worlds:
Pedagogical
models
and
construc:vist
approaches.
IGI
Global.
Bauman,
E.
B.
and
Ralston-­‐Berg,
P.
(In
Press).
Serious
Gaming
using
Simula?ons.
In
Jeffries,
P.
(Ed).
Advanced
Simula:on
in
Nursing.
Na?onal
League
of
Nursing.
Bauman,
E.
B.
and
Ralston-­‐Berg,
P.
(In
Press).
Virtual
Simula?on
and
Game-­‐Based
Learning.
In
J.
Palaganas,
J.
Maxworthy,
C.
Epps,
and
M.E.
Mancini
(Eds).
Defining
Excellence
in
Simula:on.
Wolters
Kluwe
–
Lippincoj
Williams
&
Wilkins.
Benner,
P.
(1984).
From
novice
to
expert:
Excellence
and
power
in
clinical
nursing
prac:ce.
Menlo
Park,
CA:
Addison-­‐Wesley.
Benner,
P.,
Tanner,
C.,
&
Chesla,
C.
(2009).
Exper:se
in
nursing:
Caring,
clinical
judgment,
and
ethics.
New
York:
Springer
Publishing
Company
Culhane-­‐Pera,
K.A.,
Reif,
C.,
Egli,
E.,
Baker,
N.J.,
and
Kassekert
(1997).
A
curriculum
for
mul?cultural
educa?on
in
family
medicine.
Family
Medicine,
29(10),
719-­‐723.
Faragher,
J.F.,
Boese,
T.,
&
Decker,
S.,
Sando,
C.
(2011).
Standards
of
best
prac?ce:
Simula?on.
Simula:on
in
Nursing,
7(4),
S1-­‐S20.
Fitz-­‐Walter,
Z.
(2012hjp://gamasutra.com/blogs/ZacharyFitzWalter/20120426/169287/Gamifica?on_Thoughts_on_defini?on_and_design.php
Foronda,
C.
&
Bauman,
E.
(In
Press).
Strategies
to
incorporate
virtual
simula?on
in
nurse
educa?on.
Clinical
Simula:on
in
Nursing.
Foronda,
C.,
Gajamorta,
K.,
Snowden,
K.,
&
Bauman,
E.
(2013).
Use
of
virtual
clinical
simula?on
to
improve
communica?on
skills
of
RN
to
BSN
students:
a
pilot
study.
Nurse
Educa:on
Today,
doi:10.1016/j.nedt.2013.10.007
Selected
References
&
Recommended
Readings
©Bauman
2012
Rights
Reserved

41. Foronda,
C.,
Liu,
S.
&
Bauman,
E.
(2013).
Evalua?on
of
simula?on
in
undergraduate
nurse
educa?on:
An
integra?ve
review.
Clinical
Simula:on
in
Nursing,
2013(9),
e409-­‐e416.
Games,
I.
and
Bauman,
E.
(2011)
Virtual
worlds:
An
environment
for
cultural
sensi?vity
educa?on
in
the
health
sciences.
Interna:onal
Journal
of
Web
Based
Communi:es
7(2).
Gee,
J.P.
(2003)
What
Videogames
Have
to
Teach
Us
About
Learning
and
Literacy.
New
York,
NY:
Palgrave-­‐McMillan.
Gore,
T.,
Van
Gele,
P.,
Ravert,
P.,
&
Mabire,
C.
(2012).
A
Survey
of
INACSL
membership
about
simula?on
use.
Clinical
Simula:on
in
Nursing,
8(4),
e125-­‐e133.
Jeffries,
P.R.,
Bauman,
E.B.
and
Shaefer,
J.J.
(2013).
The
Future
of
Simula?on
in
Healthcare.
In
B.T.
Ulrich
&
M.E.
Mancini
(Eds).
Mastering
Simula?on:
A
Handbook
for
Success.
Indianapolis,
IN:
Sigma
Theta
Tau
Interna?onal.
Jenson,
M.
(2012).
Engaging
the
learner:
Gamifica?on
strives
to
keep
the
user’s
interest.
T
&D,
January,
2012,
41-­‐44.
Kolb,
D.
(1984).
Experien?al
learning:
Experience
as
the
source
of
learning
and
development.
Upper
Saddle
River,
NJ:
Pren?ce
Hall.
Larew,
C.,
Lessans,
S.,
Spunt,
D.,
Foster,
D.,
&
Covington,
B.
(2006).
Innova?ons
in
clinical
simula?on:
Applica?on
of
Benner's
theory
in
an
interac?ve
pa?ents
care
simula?on.
Nursing
Educa:on
Perspec:ves,
27(1),
16-­‐21.
Nursing
Midwifery
Council
(2007).
Nursing
and
Midwifery
Council
Circular,
36(2007),
United
Kingdom.
Prensky,
M.
(2001).
Digital
na?ves,
digital
immegrants,
part
1.
On
the
Horizon
9(5).
Popkewitz,
T.
(2007).
Cosmopoli?anism
and
the
age
of
school
reform:
science,
educa?on
and
making
a
society
by
making
the
child.
Routledge.
Taekman
J.M.,
Segall
N.,
Hobbs
G.,
and
Wright,
M.C.
(2007).
3DiTeams:
Healthcare
team
training
in
a
virtual
environment.
Anesthesiology.
2007:
107:
A2145.
Schön,
D.
A.
(1983).
The
reflec:ve
prac::oner:
How
professionals
think
in
ac:on.
New
York:
Basic
Books.
Skiba,
D.
J.
(2009).
Nursing
educa?on
2.0:
A
second
look
at
Second
Life.
Nursing
Educa:on
Perspec:ves,
30,
129-­‐131.
Squire,
K.
(2006).
From
content
to
context:
Videogames
as
designed
experience.
Educa?onal
Researcher.
35(8),
19-­‐29.
Squire,
K.,
Giovanejo,
L.,
DeVane,
B,.
&
Durga,
S.
(2005).
From
users
to
designers:
Building
a
self-­‐organizing
game-­‐based
learning
environment.
Technology
Trends,
49(5),
34-­‐42.
Taekman
J.M.,
Segall
N.,
Hobbs
G.,
and
Wright,
M.C.
(2007).
3DiTeams:
Healthcare
team
training
in
a
virtual
environment.
Anesthesiology.
2007:
107:
A2145.
Tervalon,
M.
and
Murray-­‐Garcia,
J.
(1998).
Cultural
humility
versus
cultural
competence:
A
cri?cal
dis?nc?on
in
defining
physician
training
outcomes
in
mul?cultural
educa?on.
Journal
of
Health
Care
for
the
Poor
and
Underserved,
9(2),
117-­‐125.
Turkle,
S.
(1995)
Life
on
the
screen.
Iden:ty
in
the
age
of
the
Internet.
New
York:
Touchstone.
Selected
References
&
Recommended
Readings
©Bauman
2012
Rights
Reserved