Presentation for the paper "Scenario-based Serious Game to Teach about Healthcare" at SeGAH2019 in Kyoto, Japan.

1. 1
Scenario-based Serious Game to Teach
about Healthcare
Renée Schulz
Osaka University
renee.schulz@ist.osaka-u.ac.jp
IEEE 7th International Conference on Serious Games and Applications for Health
5 - 7 of August 2019 | Kyoto, Japan
Supporting Entities
Berglind Smaradottir
University of Agder
berglind.smaradottir@uia.no
Andreas Prinz
University of Agder
andreas.prinz@uia.no
Joakim Torblå Olsen
University of Agder
joakio13@student.uia.no

2. Introduction
2
• Center for eHealth at the University
of Agder
• Health and care solutions
• Multitude of persons that work
together
• Locations can differ
• Introduction of new services needs
to consider joint design of
technology and service models
• Simulation of scenarios can be used
to experiment with services and
technology at the same time

3. Introduction
3
• It has previously been studied how
existing healthcare systems are
organized and operated
• To identify requirements to improve
existing systems and service models or
conceptualize new ones
• Include a system that helps to
coordinate such scenario play-throughs.
--> "scenario system"
• Coordinate actors and health technology
but is not considered health technology
by itself

4. Games and Education
4
• Serious games regularly used in (medical) education
• Here: focus on a blended approach
• game in the real world using
• mobile devices as player guidance and ’game engine’
• where the player is using the real world to navigate through, and where
players play as themselves in designated roles given to them by the game
engine
GPS
Tasks
Interaction
Triggers
Guidance
ZPD
Ingress
WizardsUnited
PokémonGo

5. Methodology
5
• Human-centred Design approach
(HCD: ISO 9241 - 210) including:
• User scenarios were developed based on
the outcomes from user workshops
targeting telecare service models
• Paper prototyping of the mobile
application
• Technical development, multiple
iterations of prototypes were developed

6. Scenario Description
6
• Scenario was derived from the project “Model
for Tele-care Alarm Services” (2015-2017),
explored and evaluated organizational models
for telecare alarm services in Norway
• Telecare technology, sensors at people's home
• Important for coping with the significant
challenges of societal demographic change
• Goal is to enable people with physical
limitations to live independently at home as
long as possible
• The telecare scenario had assigned roles and a
separate task list for each role
• Participants were encouraged to think aloud
and speak freely
Fall Scenario: roles with their associated tasks
+ Observers

7. Scenario Description
7
Different play-through, but same observation room (Usability Lab) and same scenario used

8. Game Tasks and Dynamic Trigger Design
8
• Tasks are central game design elements
• Used in various varieties and shapes in games
• Comparable to learning tasks in educational settings
• Combination of both approaches can help to shape tasks in an educational
serious game context
• 1) Task and it’s structure/ content
• 2) How do tasks appear?

9. Game Tasks and Dynamic Trigger Design
9
• 1) Task and it’s structure/ content
• Game tasks consist of their structure and surrounding processes [2]
• Task structure includes
• the content (e.g. what to do, how, with whom, when)
• tasks visualization (how it is shown in the graphical user interface(GUI)
• Task processes are processes surrounding the tasks
• interaction with users or with the game world
• the connection to the game world engine
• effects on the story-line and context of the user (gamer)

10. Game Tasks and Dynamic Trigger Design
10
• 2) How do tasks appear?
• Game tasks do not just exist; they are designed to appear or to be issued under
specific circumstances.
• Simple or complex, but there have to be certain defined circumstances to
when a task is given to the user (gamer)
• Simple example: the user started the game, then the first task is made
available
• Complex example: task personalized based on the users level of experience,
time, story progression, and personal decision making throughout the play-
through
The circumstances that determine the availability of tasks are called triggers.
A task can have one or multiple triggers that are necessary for the user to
meet in order to get the task.

11. Game Tasks and Dynamic Trigger Design
11
• Tasks are
• Highly interconnected
• Usually not structured in a purely linear way
• Include different pathway options to give the players the (perceived) freedom
of choice
• Create the possibility to have a personalized experience
• Triggers need to be defined carefully to make the right tasks appear that
make sense in a given playable scenario
[3, 4]

12. Game Tasks and Dynamic Trigger Design
12

13. Game Tasks and Dynamic Trigger Design
13
Triggers used in this scenario:
• User/manually sent trigger
• Timer based trigger
• External sensor trigger

14. Technical Specifications of the Prototype
14
• Prototype is designed to be used in a role-play setting
• Web application: ensures cross-platform compatibility across multiple devices
and operating systems
• Users are expected to use their own devices to access the application
• The application consists of the following elements:
• Scenario instance: playing ground, holds instance of a scenario, keeps track of user progress,
have a unique code which the users have to input in order to access it
• Scenario: contains descriptions of all roles and tasks
• Roles: description of the role, a list of tasks within the scenario
• Tasks: is an activity to be executed
• Trigger: Task activation is not restricted to the same user; a user can trigger a task for another
user.

15. Technical Specifications of the Prototype
15

16. Technical Specifications of the Prototype
16

17. Experiences and Discussion
17

18. Summary and Conclusion
18
• The serious game is played in a real-world setting
• Unexpected events and errors in the game flow
• Can be resolved through a scenario supervisor
• The scenario application has proven to be helpful in the scenario-runs
• More control over the game-flow than with cards
• Right information at the right time
• Even without a professional background, students could understand the
purpose of the roles and tasks
• Was beneficial and has simplified the game execution considerably
• Improvement of the prototype based on testing
• Introduction of the scenario methodology into other courses
Scenario-based games prove to be a good way to teach within complex domains and
they provide a good understanding and feeling for the complexity of the problems.

19. References
19
[1] DIN EN ISO 9241-210: 2010. Ergonomics of human system interaction- Part 210: Human-centred design
for interactive systems,” International Standardization Organization (ISO), Switzerland, Standard.
[2] R. Schulz, "Listening to Teachers’ Needs: Human-centred Design for Mobile Technology in Higher
Education," Ph.D. dissertation, Dept. of Information and Communication Technology, University of
Agder, Grimstad, Aust-Agder, 2017.
[3] J. Hamari and J. Koivisto, “Measuring flow in gamification: Dispositional flow scale-2,” Computers
in Human Behavior, vol. 40, pp.133–143, 2014.
[4] M. Prensky, “Fun, play and games: What makes games engaging,” Digital game-based learning,
vol. 5, pp. 1–5, 2001.
For a complete list of references, please refer to the paper:
Schulz, R., Smaradottir, B., Olsen, J. T. & Prinz, A. (2019, August). Scenario-based Serious Game to Teach
about Healthcare. In 2018 IEEE 7th International Conference on Serious Games and Applications for Health
(SeGAH). IEEE. (in press)