increasing new faculty teaching effectiveness through gaming strategies

Todescan, Rody, & Schönwetter, 2011

Increasing New Faculty Teaching Effectiveness Through Gaming Strategies: Tips, Tools, and Resources

Dr. Sylvia Todescan D.D.S., MSc., PhD

Assistant Professor, Department of Dental Diagnostic and Surgical Sciences, Division of Periodontology

Dr. Wellington Rody D.D.S., MSc

Assistant Professor, Department of Preventative Dental Sciences, Division of Orthodontics

Dr. Dieter J. Schönwetter PhD

Director of Educational Resources and Faculty Development, Associate Professor

Faculty of Dentistry, The University of Manitoba, Winnipeg, Manitoba, CANADA

Objectives 1. Increase their knowledge of effective use of games in the classroom. 2. Discover how to best utilize games for assessment purposes in the classroom. 3. Learn how to create games through a 10-step process. 4. Be able to assess the quality of existing games for educational purposes. 5. Receive a tool kit of resources on teaching with games.

Outline - Introductions - Review of Literature - Guidelines for Creating Educational

Games

- Examples - Hands-on - Summary

Game Defined… - Is a “competitive activity with a prescribed setting constrained by rules and regulations’”


(Allery 2004, p. 504). - Is based on skill, strategy, and chance (Bochennek, et al., 2007)

Educational Games: Definitions - type of experiential learning where the learner “engages in some activity, looks back at the

activity critically, abstracts some useful insight from the analysis and puts the results to work (Alfarah, Schunemann, & Akl, 2010, p. 1471).

- “instructional methods requiring the learner to participate in a competitive activity with present rules” (Bastable, 2008)

Basic Characteristics of a Game (Smith-Robinson, 2011)

A goal - Every game has a win condition

Obstacles - “Though the tools necessary to reach the goal should be part of the game, difficulties and

challenges should be part as well. Without those obstacles, winning wouldn't mean much.” Collaboration or competition

Game Types

Casual Games - Less reality like - Examples: Board games, card games, games based on television shows, role playing, etc.

Serious Games - Tend to mimic real-world environments and experiences - “full-fledged, playable games…not entertaining…specific educational goals in mind” (p.

161; Adams, 2010). - Examples: Trivial Pursuit, Wheel of Fortune, etc.

Game Categories (Deutsches Spiele-Archiv, University of Marburg)

Category Subcategories of Games Included

Dice & Luck Dice games, start-goal-games, search and catch games

Outlay Games Symbol layout games, letter layout games, lottery games, figure layout games, picture layout games

Thinking Games Strategic games, tactile games, combination games, memory games, solitary games

Quiz-/Communication Games

Question & answer games, quiz games, fortune-telling games, creativity games


Role-Play Games and Simulations

Economy games, criminal games, adventure games, conflict games

Dexterity Games Dexterity games, action games, reaction games, sport games

Examples of Educational Games Wheel of Fortune

- Buy side effect of a drug, actions or interactions, precautions in order to spell out the names of the new drug, etc. care procedures, clinical and infection control policies, etc…

People’s Court - Problem solving for ethical situations (e.g., accepting more clients/patients when the

clinic is at its maximum) Family Feud

- Several right answers: Drug actions, adverse effects and interactions Price is Right

- Cost-effectiveness of certain procedures, supplies, etc. Board Game

- Monopoly, Life, Parcheesi, Trivial Pursuit, Scruples can all be adapted to fit an oral health context.

Word Puzzles

Games in Health Education - Nursing (Baid & Lambert, 2010; LeCroy 2006) - Medicine (Friedman et al., 2010; Kanthan & Senger, 2011; Bochennek et al., 2007) - Oncology - Urology (Reichlin et al., 2011) - General Surgery (Meterissian et al., 2007) - Geriatric (Alfarah, Schünemann, Akl, 2010) - Psychiatry (Bhoopathi & Sheoran, 2006)

Diversity of Health Educational Game Players - Patient (LeCroy, 2006; Friedman et al., 2010; Reichlin et al., 2011) - Staff (LeCroy, 2006) - Students

o Undergraduate (LeCroy 2006) Digital based learning in undergraduate education (Kanthan & Senger, 2011)

o Graduate (LeCroy, 2006) Graduate student education (Bhoopathi & Sheoran, 2006; Meterissian et al.,

2007) Change attitudes towards geriatric patients (Alfarah et al., 2010) Card & board games (Bochennek et al., 2007)

Purposes of Games in Health Education - For presenting information (Adams, 2010; Baid & Lambert, 2010) - Disease prevention/health promotion (Adams, 2010; Baid & Lambert, 2010)


- Facilitate o peer interaction o active learning as “fun” education (Beylefeld & Struwig, 2007; Bochennek et al., 2007)

- Education (Adams, 2010; Baid & Lambert, 2010) o Patient o Student

- Teaching theory, debate, critical thinking, clinical reasoning, resolution, and prioritization (Biggs, 2003).

- Learning (Uhles, Weimer-Elder, & Lee, 2008): o communication, o collaboration, and o leadership

- Permits what is either impossible or undesirable in real-time, where no harm can be done and undesirable action can be stopped and corrected and repeated (Alfarah, Schunemann, & Akl, 2010)

Positive Influences of Gaming: Learning - Facilitates internalization of concepts by stimulating cognitive processes, allowing for

expression of opinions, clarifying key concepts, reinforcing and supplementing learning and promoting positive affective learning (Lewis, et al., 1989)

- Use of multiple senses as part of experiential learning (Bhoopathi & Sheoran, 2006) - Allows for a review of a large body of knowledge in a short period of time (Kramer, 1995) - Lends itself to the acquisition and application of cognitive, affective, and psychomotor

knowledge and skills (Baid & Lambert, 2010; Lewis et. al., 1989) - Motivates students to learn (Kramer, 1995; Lewis, et al., 1989; Stern, 1989) - Assists in connecting theory to practice (LeCroy, 2006) - Promotes active learning (Fuszard, 1995) - Provides opportunities for student to understand the intricacies of their work in a controlled

atmosphere (Fuszard, 1995) - Increases the amount of experiences available compared to other learning formats (Fuszard,

1995) - Can improve learning (Kanthan & Senger, 2011) - May improve long-term retention of information (Blakely et. al., 2009) - Increase problem-solving skills and foster understanding of complex systems (Spires, 2008)

Positive Influences of Gaming: Enjoyment

- Enhances student enjoyment/satisfaction (Blakely et. al., 2009; Calliari, 1991; Kanthan & Senger, 2011)

- Maintains students’ interest in content / reduces monotonous lectures (Henderson, 2005; Kramer, 1995)

- Entertains (Stern, 1989) - Reduces stress (Calliari, 1991; Kanthan & Senger, 2011) - Increases student engagement (Kanthan & Senger, 2011) - Foster an improved, relatively relaxed, non threatening approach, extended student learning

environment (Kanthan & Senger, 2011; Lewis, et al., 1989) - Provides positive experience for the instructor and students (Stern, 1989)


Positive Influences of Gaming:

Group Behavior

- Enhances communication through interaction and group discussion (Fuszard, 1995) - Enhances student interaction from different backgrounds to learn from each other’s

experience (Blakely, et al., 2009; Fuszard, 1995) - Promotes collaboration (LeCroy, 2006) - Promotes peer learning and team building (Baid & Lambert, 2010) - Encourages involvement (Kramer, 1995) - Provides opportunity for discussion during and following certain games (Lewis, et al., 1989)

Positive Influences of Gaming: Assessment

- Allows for immediate feedback in a comfortable and engaging environment (Blakely, et al., 2009; Fuszard, 1995; LeCroy, 2006)

Disadvantages of Games: For Students - Cause anxiety and embarrassment (Henderson, 2005) - Participants may feel threatened, experience unusual stress (LeCroy, 2006) - Do not suit all learning styles (Baid & Lambert, 2010) - Students do not choose to participate (Baid & Lambert, 2010; Graham & Richardson, 2008) - Group size and space constraints (Graham & Richardson, 2008; LeCroy, 2006) - Competition to win may threaten motivation to learn (Baid & Lambert, 2010; Henderson,

2005) - Requires instruction and background reading outside of the game to provide a successful

technique (Henderson, 2005)

Disadvantages of Games: For Instructors - Increases challenge in assessing individual competencies when teams are involved (Blakely et

al., 2008; Henderson, 2005) - Need guidelines so that game does not get out of hand (LeCroy, 2006) - Time required to create, develop, and play (LeCroy, 2006) - Costs to purchase supplies (LeCroy, 2006)

Research Findings on Teaching With Games - Review of 16 empirical studies or reviews - No difference between traditional didactic methods and gaming (Blakely et al., 2009; Selby,

Walker, & Diwakar, 2007) - Both have been successful in increasing student knowledge (Blakely et al., 2009)

Ten Steps in Creating a Game

(adapted from Kramer, 1995 & Stern, 1989) 1. Goals 2. Learning Objectives and Competencies 3. Content

4. Questions 5. Assessment 6. Rules


7. Logistics 8. Pilot

9. Concerns 10. Refinement

Step 1: Goals

- Determine the goals to be achieved by your game o Pretest, exam review, posttest, tension reliever, etc. o To teach theory while at the same time help students to develop (Uhles et al 2008):

Skills and debate Critical thinking Clinical reasoning Resolution Prioritization

Step 1: Goals - Example 1 – Periopardy Fawcett, D. L., & Dodd, C. (2009). Periopardy: the 21st century. AORN J, 89(3), 565-571

- Nurse field to review basic perioperative concepts under 5 categories (positioning, aseptic technique, wound closure, sterilization and electrosurgical unit)

- Potential use: pretest or even exam review - Working over the following areas:

o Debate o Critical thinking ? o Clinical reasoning o Resolution

Step 1: Goals - Example 2 (Game: “path to success”) - Place the student in a virtual situation, where the correct responses to multiple-choice

questions increases the chance to have a nice occlusion and smile at the end. - Use a digital game to prepare the students to the final exam.

Step 1: Group Exercise In your table groups, determine the goals to be achieved by your game

Step 2: Learning Objectives/Competencies

- Develop learning objectives or learning outcomes you wish students to achieve as a result of completing the game


- Need to consider the level of topic being taught in terms of complexity and content (Moon, 2005)

- What level are the students at: neophytes, entry level, seniors, graduate students? Need to create the learning objectives to fit student level (Moon, 2005)

- What is it that students are to learn as a result of the game? Learning outcomes? - Are there any competencies you wish the students to excel at? - When students answer the questions correctly, demonstration that the learning outcomes

have been met for that session (Baid & Lambert, 2010).

Step 2: Learning Objectives / Competencies - Example 1

- Understand and apply accordingly all the basic perioperative concepts described each category (positioning, aseptic technique, wound closure, sterilization and electrosurgical unit).

- Undergraduate or graduate levels. - Topics are so essential and crucial that the nursing students should know them all very well!

Step 2: Learning Objectives / Competencies - Example 2 (“Path to success”)

- To provide an understanding of the concepts regarding orthodontic assessment, diagnostic

analysis and treatment planning - To provide the students with current insights into fixed and removable appliance therapy

Step 2: Learning Objectives / Competencies - Group Exercise In your table groups, determine the learning objectives and competencies to be achieved by your game

Step 3: Selecting Content

- Select the content you wish to test or review and be certain that the teaching technique fits the content

o old and new drugs, most dental and dental hygiene procedures, communication skills, clinic policy, infection control, etc.

o but not teaching about loss/grieving process, etc.


o

Step 3: Selecting the Content - Example 1 - Basic perioperative concepts is a broad content involving 5 different extensive topics

(positioning, aseptic technique, wound closure, sterilization and electrosurgical unit). - Make sure you provide enough material covering the whole content for previous reading. - Clues within each category should be derived from standard sources (Ex: Perioperative

Standards and recommended practices).

Step 3: Selecting the Content - Example 2 - Interceptive Orthodontics - Orthodontics Wires - Appliance techniques - Cephalometric tracing

Step 3: Selecting the Content - Group Exercise In your table groups, determine the content to be used in your game

Step 4: Game Questions

- Develop questions for your teams to answer - List them according to:

o categories o level of difficulty

Step 4: Selecting the Game Questions - Example 1 - The game gives the clues and the students should structure one question per clue. Example:

o Basic perioperative practice surgery o Clue: I might be the result of a surgical patient lying in the same position for 10 hours o Answer: What is pressure ulcer?

- Clues guidelines: o Should have a designated score; o Must cover the whole content; o May assign higher scores according to the level of difficulty; o Correct answer will have full score and proceed for next question; o Must be clear; o May be previously pretested with other colleagues; o Should cover the whole topic.

Step 4: Selecting the Game Questions - Example 2

___________________ is the resistance of a material to permanent deformation.


o Resilience o Formability o Yeld point o Failure point o Smoothness

Questions used in the game setting cannot be reused

Step 4: Selecting the Game Questions - Group Exercise In your table groups, determine the game questions to be used

Step 5: Assessment

- What type of assessment will be conducted by the game? o Low level: yes/no responses o Higher level: critical thinking

Step 5: Selecting the Assessment - Example 1 - Higher level of assessment: critical thinking - Clues can vary from easier to more difficult ones - You can assign higher scores according to the level of difficulty - You may increase competitiveness by adding additional boards with other categories.

Step 5: Selecting the Assessment - Example 2 - True/false - Multiple choice - Fill in the blank spaces Questions should be of comparable level of difficulty as the traditional exams

Step 5: Selecting the Assessment - Group Exercise In your table groups, determine the assessment to be used in your game


Step 6: Rules

- The rules should be clearly defined to the participants. - They should fit your needs and intended outcomes. - It should be written and distributed to participants for review before starting the game. - The participants should agree with the rules.

Step 6: Selecting the Rules for the Game - Example 1 - The following are standard rules for Periopardy:

o All answers must be in the form of a question. o Judges will have the final say in all answers. o The first person to ring in gets to answer. o The first person to ring in must answer the clue in 15 seconds or less. o If the respondent cannot answer the clue, the other two participants will be given the

opportunity to answer by ringing in. o The total amount of time for any given clue is 20 seconds if no one answers. o If a participant rings in but cannot answer the question, he or she will lose the points

attributed to that clue. - Participants cannot ring in until the entire clue has been read. - If a participant rings in too early, he or she will not have the opportunity to answer the clue. - If a participant answers the question incorrectly, he or she will lose the points attributed to

that clue. - For Final Periopardy, each participant can wager up to the amount he or she has earned thus

far. - If the participant has no points at the end of the game, he or she will not participate in Final

Periopardy. - Final Periopardy will be played after all clues have been answered or chosen on one screen. - The person with the highest score is the winner.


Step 6: Selecting the Rules for the Game - Example 2 - “Help” options can be used only once - At the end of the game a printable feedback page inform player of his (her) score - A higher score represents a better smile and occlusion at the end.

Step 6: Selecting the Rules for the Game - Group Exercise

In your table groups, determine the rules for the game


Step 7: Logistics

- Time o Determine how much time you will need to play vs. how much actual time you have to

play - Size of group - Supplies needed - Room setup - Before the Games starts (Fawcett & Dodd, 2009):

o Students reminded for the rules o Judges given copy of correct answers and rules o Rule keeper is appointed

Step 7: Logistics for the Game - Example 1 - Participant should complete a background reading assignment before the game - Play with 3 participants at a time. - Choose them in any manner (alphabetically, by number, by grade point average, by pulling

name out of a hat) - Time: according to number of players and number of questions for each - Room to fit audience with projector and computer

Step 7: Logistics for the Game - Example 2 - Time: 45 minutes to complete the game. - Size of group: individual task - Supplies needed: PC with internet access - Room setup: NA - The game is available for 1 week prior to the exam via the designated password protected

course web page.

Step 7: Selecting the Logistics for the Game - Group Exercise In your table groups, determine the rules for the game


Step 8: Pilot Test

- Pilot test the game with a few colleagues to ensure it works, fits within the time frame and items are in the correct level of difficulty.

Step 9: Identify Concerns from the Pilot Test

Step 10: Game Assessment & Refinement

- Request feedback from students concerning the game - One minute paper: What helped them to learn? What changes would make it better? - Make refinements as needed.

Perio - Mimic

Name: Sylvia Todescan Institution: University of Manitoba Expectation for today’s presentation: introduce a new review method that combines mimics and gaming Introduction (abstract) Games during the exam can be an innovative teaching strategy creating a unique, fun and stimulating learning environment. 1.Goals: Perio-Mimic was developed as a structured friendly competition among Periodontology residents. In order to cover the objectives of all the content we provided students with the rules and the activities. 2.Learning objectives and 3. Content: learn all the instruments regarding the design, names/numbers and application. 4.Questions: list all instruments and organize questions for each. 5. Assessment: critical thinking 6.Rules and 7. Logistics: divide students into 4 groups (with no more than 3 residents/group); the items will be available on a piece of paper; the resident will pick up one piece of paper with the instrument listed; each resident will participate 4 times; each resident will present the instrument for the group using mimics for 1 minute; if the group does not answer during the first minute of the presentation, the next group of residents will have the chance to respond; after naming the instrument they should describe the design and application of each instrument. The interaction, participation and collaboration of residents reinforce the learning process. Competencies covered: - Perform a clinical examination. - Apply the instruments knowledge during all clinical /surgical procedures maximizing the

treatment provided. Learning objectives: - Have a strong working knowledge of all the instruments used for clinical and surgical

procedures. Time required: 1.5 hours. Size of group: maximum of 12 students Supplies used: chronometer, list of instruments and each item should be previously cut and


folded. Room setup: enough space to perform mimics Rules: residents are allowed and encouraged to share information working as a team describing in detail each instrument. Assessment: count the number of right and wrong answers for each group. Make sure the wrong answer is well corrected by the other groups. Concerns to be aware of or things to avoid: - Keep the game under control avoiding confrontation and stress in participants. - Teacher’s role is mediator and all the answers should be provided by participants. - Avoid large groups. - Plan ahead and do not lose the focus of the objectives. - Provide opportunities for exchanging information among groups.

Feedback from Residents - Vibrant to participate and making learning enjoyable - Interactive way of teaching and increasing knowledge as other residents contribute - Motivating to study more to avoid being embarrassed - Reducing anxiety, tediousness - Increasing active involvement, collaboration + learning - Promoting exchanges from peers - learning from group - Improving group interaction and communication - Looking forward for the next “exam”

Instructor’s Perspective - Planning ahead each phase of the game is crucial:

o define competencies to be assessed o clearly articulate the elements and rules – printed or projected o clear objectives o time management o control over the discussion to keep audience focus o motivate students improving health competitions o moderate the discussion and feelings (eliminate confrontation and embarrassment) o use multiple senses to improve learning o be creative (e.g., change environment)

- Difficult to grade individually when working in groups - Establish a comfortable and engaging environment by keeping the rules and regulations - May be time consuming to develop and prepare - Maintain innovation and creativity:

o implementing new games o enriching our strategies to improve learning o include some surprises

- Students suggest other instructors should also implement games - Challenge: use “games” at undergraduate level

Ortho PBL/gaming– “Can you find the case?” Name: Wellington Rody Jr. Institution: University of Manitoba


Expectation for today’s presentation: introduce a new teaching method that combines PBL and gaming Introduction (abstract) This project was developed in order to improve long-term retention of information by the undergraduate dental students registered in the course PDSD 3040 (Orthodontics 3) at the University of Manitoba. It is based on two novel elements, Problem Based Learning (PBL) and Gaming. PBL serves as the learning approach, whereas gaming provides a comfortable and engaging environment. Students are expected to work in pairs. Real-world descriptions of Orthodontic problems have been written and given to the teams in order to direct their learning process. Initially, the students have to find from a pool of orthodontic records, the one that best matches the patient’s description. Once the students have found the “right” patient, the next step is to select the best interceptive appliance amongst the ones provided. Finally, the students are allowed to use VitalSource Bookshelf and reliable online resources to do research and discuss their findings. Competencies provided:

- Interpret the findings from a patient's history, clinical examination, radiographic examination and from other diagnostic tools.

- Develop a problem list and establish diagnoses. - Develop an appropriate treatment plan for interceptive Orthodontics.

Learning objectives - Test the combination of PBL and game for undergraduate students.

Time required: 2.5 hours. Size of group: four students. Supplies used: appliances, study models, pictures, radiographs and two problems (unresolved orthodontic situations) created by the instructor. Room setup: wireless notebooks, round table. Rules: students are allowed and encouraged to share information and work productively with others. Students are expected to use VitalSource Bookshelf and web-based online resources to improve their knowledge. Assessment: students are expected to articulate what they have learned in previous courses. Concerns to be aware of or things to avoid:

- Teacher has to provide opportunities for students to learn from each other. - At any moment, different students may or may not be engaged in similar tasks - Teacher facilitates, not dominates, the discussion. - Avoid large groups.

Feedback from 3rd year Dental Students - Keep me thinking - Discussion can go the way students want to (as long as it is not too off topic) - Establish a sense of “ownership” in our learning process - A student reported that the PBL/gaming approach revealed to him the relevance of many

concepts he had seen in previous courses.

Instructor’s Perspective - Some colleagues have shown interest in the approach and consider that a new experience at


the Department is valuable. - Teacher provides multiple opportunities for students to learn from each other (peer teaching

and communication). - Students benefit from a more varied teaching and learning tool. - The course cannot have a PBL teaching strategy without setting up appropriate time for the

instructors to interact with small group of students.

Gaming Implications for Teaching - Engage and stimulate learning - Enrich teaching strategies - Keep active control of the discussion to reach the objectives - Improve learning process by encouraging analysis, synthesis and evaluation = critical

thinking - Reduce stress and anxiety may increase retention - Incentive for teamwork and enjoyment during learning

Selecting Suitability of Games (adapted from Lewis, et al., 1989)

Summary - Educational gaming as a growing field with a substantial contribution to make the adult

learning process more enjoyable - Pre-planning will ensure the success of using games in teaching - Beware of the potential negative influences of games - Not all students will find games enjoyable.


Other Game Examples


Resources Worth Considering - Adams, S. A. (2010). Use of "serious health games" in health care: A review. Information

Technology in Health Care: Socio-Technical Approaches, 157, 160-167. - Akl, E. A., Sackett, K., Pretorius, R., Erdley, S., Bhoopathi, P. S., Mustafa, R., et al. (2008).

Educational games for health professionals. Cochrane Database Syst Rev(1), CD006411. - Alfarah, Z., Schunemann, H. J., & Akl, E. A. (2010). Educational games in geriatric medicine

education: a systematic review. BMC Geriatr, 10, 19. - Allery, L. A. (2004). Educational games and structured experiences. Med Teach, 26(6), 504-

505. - Baid, H., & Lambert, N. (2010). Enjoyable learning: the role of humour, games, and fun

activities in nursing and midwifery education. Nurse Educ Today, 30(6), 548-552. - Bastable, S. B. (2008). Nurse as educator : principles of teaching and learning for nursing

practice (3rd ed.). Boston ; Toronto: Jones and Bartlett. - Beylefeld, A. A., & Struwig, M. C. (2007). A gaming approach to learning medical microbiology:

students' experiences of flow. Med Teach, 29(9), 933-940. - Bhoopathi, P. S., & Sheoran, R. (2006). Educational games for mental health professionals.

Cochrane Database Syst Rev(2), CD001471. - Biggs, J. B. (2003). Teaching for quality learning at university : what the student does (2nd

ed.). Buckingham ; Philadelphia, PA: Society for Research into Higher Education : Open University Press.

- Blakely, G., Skirton, H., Cooper, S., Allum, P., & Nelmes, P. (2009). Educational gaming in the health sciences: systematic review. J Adv Nurs, 65(2), 259-269.

- Bochennek, K., Wittekindt, B., Zimmermann, S. Y., & Klingebiel, T. (2007). More than mere games: a review of card and board games for medical education. Med Teach, 29(9), 941-948.

- Calliari, D. (1991). Using games to make learning fun. Rehabil Nurs, 16(3), 154-155. - Deck, M. L. (2009). Instant teaching tools. J Nurses Staff Dev, 25(4), 213-214. - Fawcett, D. L., & Dodd, C. (2009). Periopardy: the 21st century. AORN J, 89(3), 565-571. - Friedman, A. J., Cosby, R., Boyko, S., Hatton-Bauer, J., & Turnbull, G. (2011). Effective teaching

strategies and methods of delivery for patient education: a systematic review and practice guideline recommendations. J Cancer Educ, 26(1), 12-21.

- Resources Worth Considering - Henderson, D. (2005). Games: Making learning fun. In M. H. Oermann & K. T. Heinrich (Eds.),

Annual Review of Nursing Education (Vol. 3, pp. 165-183). New York: Springer Publishing Co. - Kanthan, R., & Senger, J. L. (2011). The impact of specially designed digital games-based

learning in undergraduate pathology and medical education. Arch Pathol Lab Med, 135(1), 135-142.

- Kramer, N. (1995). Using games for learning. J Contin Educ Nurs, 26(1), 40-42. - Kuhn, M. A. (1995). Gaming: a technique that adds spice to learning? J Contin Educ Nurs,

26(1), 35-39. - LeCroy, C. (2006). Games as an innovative teaching strategy for overactive bladder and BPH.

Urol Nurs, 26(5), 381-384, 393. - Lewis, D. J., Saydak, S. J., Mierzwa, I. P., & Robinson, J. A. (1989). Gaming: a teaching strategy

for adult learners. J Contin Educ Nurs, 20(2), 80-84.


- Meterissian, S., Liberman, M., & McLeod, P. (2007). Games as teaching tools in a surgical residency. Med Teach, 29(9), e258-260.

- Moon, J. (2005). Linking Levels, Learning Outcomes and Assessment Criteria Retrieved March 3, 2011, from http://www.bologna-bergen2005.no/EN/Bol_sem/Seminars/040701-02Edinburgh/040701-02Linking_Levels_plus_ass_crit-Moon.pdf

- Reichlin, L., Mani, N., McArthur, K., Harris, A. M., Rajan, N., & Dacso, C. C. (2011). Assessing the acceptability and usability of an interactive serious game in aiding treatment decisions for patients with localized prostate cancer. J Med Internet Res, 13(1), e4.

- Selby, G., Walker, V., & Diwakar, V. (2007). A comparison of teaching methods: interactive lecture versus game playing. Med Teach, 29(9), 972-974.

- Smith-Robinson, S. (January/February 2011). “This Game Sucks”: How to Improve the Gamification of Education. Educause, 46(1).

- Spires, H. A. (2008). 21st century skills and serious games: Preparing the N generation. Rotterdam, The Netherlands: Sense Publishing.

- Stern, S. (1989). Creating Teaching Strategies. The Journal of Continuing Education in Nursing, 20(2), 95-96.

- Uhles, N., Weimer-Elder, B., & Lee, J. G. (2008). Simulation game provides financial management training. Healthc Financ Manage, 62(1), 82-88.

Website Resources

http://lilianstoolbox.pbworks.com/w/page/17340193/PowerPoint-Games-Templates https://oncourse.iu.edu/access/content/user/cmdodd/GameBoard.pptx http://sunsite.informatik.rwth-aachen.de/luding/ http://boardgamegeek.com/ http://spotlightongames.com/

increasing new faculty teaching effectiveness through gaming strategies

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