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June 2012 www.gamesforhealth.org
When “Real” Users Strike Back Post-mortem/Process/Evaluation
Bob Waddington SimQuest, LLC.
bwaddington@simquest.com
@waddingtondc
June 12-14, 2013 Boston, MA
June 2012 www.gamesforhealth.org
What I’m Playing…
June 2012 www.gamesforhealth.org
Sim-Game Based Training Systems for Scene and Patient Management Following Blast Injury from Explosives
Including Improvised Explosive Device (IED)
Supported by the US Army Medical Research and Materiel Command Award No. W81XWH-09-C-0060.
Tom Reeves, PhD, UGA
June 2012 www.gamesforhealth.org
When “Real” Users Strike Back
“The feedback in the program is poor.”
“Terrible mouse movement.”
“… the ‘hand’…”
“Improve instructions on how to use it.”
“More carnage. More range of injuries.”
June 2012 www.gamesforhealth.org
the Challenge
Common errors made by responders • Enter scene too early or get too close with
ambulance or personnel before scene is cleared • Gain access with no egress (blocked exits) • Don’t triage; just treat and transport 1st person • Risk casualties by moving them to unsafe
triage/treatment areas • Improperly assess and/or treat casualties
June 2012 www.gamesforhealth.org
the Challenge
Blast events introduce other challenges • Scene safety, triage and treatment require
different approaches to scene and patient management
• Additional risks to responding personnel from secondary explosion or shooters
• Different injury patterns • Visual triage is not enough
June 2012 www.gamesforhealth.org
the Challenge
Training • Large scales exercises are expensive • Any sized exercise is logistically challenging • Current training is mostly delivered through
lecture and power point – some work on manikins
June 2012 www.gamesforhealth.org
the Solution
Utilizing 1st person gaming technology • Develop self-contained blast-specific modules
that augment existing combat medic tactical combat casualty care (TCCC)
• Provide lessons learned from bomb attacks in Iraq, Afghanistan, Madrid, London, etc.
• Use real-world blast scene injury data
• Provide safe individual/independent training
June 2012 www.gamesforhealth.org
Project Description
A first-person blast response game that allows
users to respond to a terrorist bombing outside a
busy train station.
Users are assessed on their ability to
• quickly and accurately assess victims’ injuries
and tag them for treatment
• assess the scene and identify additional risks prior to declaring the scene safe.
June 2012 www.gamesforhealth.org
June 2012 www.gamesforhealth.org
June 2012 www.gamesforhealth.org
Evaluation Strategy
Evaluate Overall
• game design
• usability
• content
• user choices
• user path through scenario
June 2012 www.gamesforhealth.org
Formative Evaluation
• Multidisciplinary Reviews
• End-user Reviews
• Players Feedback
• Formal Study (IRB)
• Implement findings into design and game
June 2012 www.gamesforhealth.org
Iterative reviews
June 2012 www.gamesforhealth.org
Formal Study
Primary methods
User tracking data
Evaluation questionnaires
Individual interviews
Locations
North Carolina
Virginia (EMT-B Class)
Maryland
June 2012 www.gamesforhealth.org
Study Participants
• 42 first responders • 22 males • 20 females • 22 EMS, • 3 firefighter, • 17 police/security
personnel • age range: 17 to 56 • average age: 34
June 2012 www.gamesforhealth.org
Open Answer Questions What is the strongest aspect of the BLAST program? The most frequent responses included realism, its interactive nature, and the fact that it provides the opportunity to practice triage skills. What is the weakest aspect of the BLAST program? Responses focused on usability issues, especially problems with using the mouse to control movements and decisions on screen., especially the lag between mouse movements and correlating screen movements . If you could improve anything in the BLAST program, what would it be? The most salient request for improvements concerned the clarity of the feedback, especially with the need to put a “face” on the victims to improve the context of the scoring and feedback . Other desired improvements included making the mouse more responsive with less lag time and increasing the noise and confusion presented in the scenario to make it more realistic. What other feedback can you provide concerning the BLAST program? Most of the study participants encouraged further development of additional scenarios for the BLAST program. Most of the concluding comments were very complimentary of the program.
June 2012 www.gamesforhealth.org
When “Real” Users Strike Back What is the weakest aspect of the BLAST program?
June 2012 www.gamesforhealth.org
When “Real” Users Strike Back What is the strongest aspect of the BLAST program?
June 2012 www.gamesforhealth.org
When “Real” Users Agree
88% Similar programs should be developed
79% Program provided an engaging learning
opportunity
June 2012 www.gamesforhealth.org
When “Real” Users Agree
69% State-of-the-art for (educational games)
76% Should be used by most first responders
65% Program is very realistic
June 2012 www.gamesforhealth.org
When “Real” Users Strike Back
“I love the fact that it is visual, it has a real life sense to it.”
“…playing this and seeing different scenarios will help me be able to manage triage casualties.”
“…games such as this give a realistic scenario while taking (away) some of the stress a real situation would create.”
June 2012 www.gamesforhealth.org
Formal Recommendations
Derived from the analysis of evaluation findings:
1. Develop more scenarios if funding is available.
2. Enhance the feedback in such a way that the learner understands the specific victim for whom feedback is being given. This could involve putting a unique “face” on each victim to identity of the character whose “triage” was incorrect.
June 2012 www.gamesforhealth.org
Recommendations
Derived from the analysis of evaluation findings:
3. Reduce the lag between mouse movements and screen actions should be reduced. 4. Consider increasing ambient noise and other distractions in the scenario to make it more dynamic and engaging. 5. The program developers should scrutinize the detailed recommendations from the online survey transcripts to fix any specific problems identified by the evaluation participants.
June 2012 www.gamesforhealth.org
Unexpected Findings
Group settings • fosters discussion • peers can assist with controls
Provides “lab” to a lecture
Pre/post larger scales exercises
June 2012 www.gamesforhealth.org
Conclusions
“I’ve never seen the students so engaged” Chauncey Bowers CSP, ARM, Central Piedmont Community College
Games need to involve more than the game play itself; delivery medium, end-user play environment, and the game’s integration into the greater curriculum need to be factored for effective game design.
Real users can help get you there.
Thank You!
Games for Health Conference
Bob Waddington SimQuest, LLC
bwaddington@simquest.com
@waddingtondc
November 5-6, 2012 www.gamesforhealtheurope.org
June 12-14, 2013 Boston, MA
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