Examples
Here are some examples of gamification and serious games:
Brainspan: An online quiz game for preclinical courses
“Brainspan” is a multiplayer, asynchronous game generator for creating learning games that are used in the preclinical courses at the University of Alberta medical school. A brainchild of Dr. Judy Gnarpe, the resource was developed from the perspective of a student and instructor. Students use the game to review course concepts and test themselves for exam preparation. Instructors use the game system to improve their teaching practices. For instance, instructors can create games to review their lectures and get feedback from students regarding potential problems and levels of understanding. Brainspan co-ordinates access to a variety of course-specific multiple-choice-question games where students accumulate points based on how many challenges they master. More than 4,000 students from five faculties have been using this game as a serious learning tool, taking advantage of instructor feedback in the form of images, text and web links that lead the student out to other sources of information on the Internet.
Total Knee Arthroplasty (TKA) surgery training: 3-D serious game
There is a growing trend where resident work hours in North America are decreasing. Also, training time in the operating room has generally been decreased leading to less operative exposure, teaching, and feedback for orthopedic surgery residents. Virtual simulations offer a viable alternative to practice in an actual operating room, offering residents the opportunity to train until they reach a specific competency level. A 3-D serious game was designed by University of Ontario Institute of Technology in collaboration with Mount Sinani Hospital in Toronto using an “iterative test-and-design” method and problem based learning approach for the purpose of training orthopaedic surgery residents the series of steps comprising the total knee arthroplasty (replacement) procedure. Before integrating into the teaching curricula at Mount Sinani Hospital in Toronto, a usability study was done to address user perceptions of the game’s ease of use, and the potential for learning and engagement. The usability test results indicate that the serious game is easy to use, intuitive, and stimulating.
Inter-professional education for CCRTs:
Inter-professional education and training for critical care response teams (CCRTs) can be a complex and expensive endeavour as it requires a framework that fosters collaboration and learning among health care professionals. A relatively cost-effective alternative is the use of serious games that offer a feasible alternative to traditional methods as multiple team members may participate in the simulation simultaneously regardless of their physical location or time of day.
In this serious game, experts in critical care, education, and game development can construct a number of scenarios with specific learning objectives, feedback and predictors of attainment of the learning outcomes related to a critically ill patient. In each scenario, the critically ill patient requires the immediate attention of a CCRT which consists of a number of healthcare professionals including doctors, respiratory therapists, and nurses. In this multi-player online environment, each response team members has a corresponding avatar which is controlled by one trainee/student and the patient role is assumed by an instructor (in future versions, this role could be assumed by an artificially intelligent character). The patient can have several clinical concerns that increase in complexity and severity if not responded to appropriately. The goal of the trainees is to stabilize the patient. This is accomplished through the collaboration of response team members who interact among each other, the patient, and instruments/equipment within the virtual environment. The game was developed collaboratively by University of Ontario Institute of Technology, York University and Faculty of Nursing at University of Toronto.
Adult Educator Weekly
An imaginary journal where students take roles of readers and reporters and respond to “Editor-in-chief’s” call for participation.
Developed at UBC, Faculty of Education. For details, contact Natasha Boskic, Senior Manager, Learning Design.
Lisa Nino 9:11 am on October 17, 2024 Permalink |
Amazing article thanks for sharing it with the community.