Download - Games In Medical Education
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Designing Serious Games for Medical Education
Mark Childs,
Warwick Medical School
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Outline
• Defining and distinguishing between games and simulations
• Designing these for education
• Some examples from medical education
• Issues important in design
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What makes a game?
Effective games have:• Character role • Scoring • Emergent narrative • Responsive environment • Psychosocial moratorium
Need an understanding of what makes a game playable
Chris Brannigan, CEO, Caspian Learning: “The first academics want to do is to take all the fun out.”
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Psycho what?
• The merging of action and awareness: • Clear goals and feedback• Concentration on the task at hand• The paradox of control• The loss of self-consciousness• The transformation of time
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What makes a simulation?
Effective simulations:• Do not require narrative, character role, scoring• Do need:
– breadth of sensory information– Depth of sensory information– control of relation of sensors to environment– ability to modify environment– Perceptual feedback of changes
And – can be game and simulation
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Learning from games
Four models of learning from games• transmission model (behaviourist) conveying
knowledge, drill-and-practice• user-centred model (experiential) exploring,
synthesising and constructing knowledge, • participation model, consider the “wrapper” for
the game, educational contextSimon Egenfeldt-Nielson, CEO Serious Games
Interactive, “a game is just an excuse for reflection”
• modding (de Freitas 2006; 20; Bungie 2007; 25)
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Other game observations
• Meaningful play created by entering a “magic circle” (from Huizinga) where objects and events have a “second order reality” (Caillois)
• Engagement as well as immersion. Engagement is deliberate, reflective (from Carr) where text has a “second order reading”
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Linking games and education
• Endogenous v. exogenous– Is the educational content appropriately
integrated with the gaming elements, or just bolted-on?
• Two most important questions– What aspects of the subject matter in
question already exhibit ludic features? – And how can a game designer exploit and
highlight these aspects?
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Linking games and education
Is learning content?• Explicit within game• Implicit but made explicit through reflection• Completely avoidable
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Simulations
Common uses of simulations
• Medbiquitous virtual patient models
• Triage simulation
Medical education in Immersive Virtual Worlds through
• transmission of information
• roleplay
Should focus on interaction not information
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Interactive Trauma Trainer ref Human Factors in Defence Medicine
Ref Birmingham University
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Virtual Healthcare ref Naval Research ref Birmingham University
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Health care games
Made more difficult by
• knowledge imparted through non-verbal, non-textual engagement
• embodied reality involves all the senses
• critical situations may contain all manner of background sensory noise
• scalable implementation across diverse learning environments
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Health care games
• Embedding made easier by use of narrative within the paper-based scenarios already used with students
• Situations already have game-like qualities (identifiable goal, time-dependent, narrative context)
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Successful health games
• Appropriateness of the technology.
• Endogenous not exogenous.
• Engagement and immersion.
• Realness and embodiment.
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A solution looking for a problem
• Good elearning design starts with the pedagogical issue and decides what is the most appropriate technology
• Therefore not only need to answer what can we use a game for? But …
• What is there for which a game is the most appropriate technology?