INTRODUCTION TO GAME-BASED AND

VIRTUAL ENVIRONMENTS:

COMPLIMENTARY AND SYNERGISTIC

INTEGRATION INTO YOUR SIMULATION

CURRICULUM

Presenters/Authors: Eric B. Bauman, Parvati

Dev, Katie White, Wm. LeRoy Heinrichs, Gerald

Stapleton, Cindy Foronda

IMSH 2013 | Orlando, Florida

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Eric B. Bauman, PhD, RN, Paramedic

Associate Director – Center for Simulation

Excellence, DeVry, Inc. Healthcare Group

Division Chief, EMS – Blooming Grove Fire Dept.

Managing Member – Clinical Palyground, LLC

Springer Publishing – Author

Adjunct Faculty – CAE Healthcare

Relevant Stock – CAE, Zynga, GE

Disclosure(s)

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Cindy Foronda, PhD, RNAssistant Professor University of Miami – School of Nursing & Health Studies

A portion of this project was supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number D11HP19238, Nurse Education Practice and Retention, award amount of $721,912. The information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any official endorsement be inferred by, the DN, BHPr, HRSA, DHHS, or the US Government.

Disclosure(s)

1

Gerald Stapleton, MS

Director of Distance Education

University of Illinois School of Medicine, Department of Medical Education

Katie White, MD

Assistant Professor – Internal Medicine

University of Iowa Carver College of Medicine

University of Iowa Healthcare

Disclosure(s)

1

Parvati Dev, PhD

President and CEO – Innovation in Learning, Inc.

CliniSpaceTM

Wm. LeRoy Heinrichs, MD, PhD

Co-Founder and Executive Medical Director

CliniSpaceTM

Phil Bertulfo

Associate Director – Distance Education

University of Illinois, School of Medicine, Department of

Medical Education

Disclosure(s)

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1. Learners will develop an understanding of

contemporary pedagogy and terminology related to

game-based learning and virtual learning

environments.

2. Learners will understand how game-based learning and

digital environments engage contemporary learners

and attend to the challenges associated modern clinical

education.

3. Learners will identify strategies and opportunities to

integrate game-based learning and digital

environments into their simulation curriculum.

Learning Objectives

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Introduction to game-based and virtual

environments

Introduction to contemporary pedagogy and

terminology

Immersive play in virtual environments

Overview of Main Topics

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Game-Based Learning:

Learning that provides a system of rewards for

accomplishing specific tasks and objectives. Many

game-based learning environments also provide a

narrative to engage learners.

Digital Game-based platforms use virtual

environments to stage the game.

Not all virtual reality environments are game-based

Terminology

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Virtual World:

an environment that hosts a synchronous digital environment, persistent network of people, represented as avatars, facilitated by networked computers (Bell, 2008).

Game-Based Environment:

An environment that provides a narrative and system of rewards for accomplishing specific tasks and objectives.

Game-based platforms use virtual environments to stage the game.

Not all virtual reality environments are game-based (Bauman, 2010, p.186).

Terminology

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Avatar or Player Character:

The term avatar is originally from Greek mythology. The gods would take the shape of mortals in the form of human avatars to walk the earth. In video games and virtual environments, an avatar transcends two planes of existence: the real world and the in-world or virtual world. The avatar or player-character is the embodiment of the person playing the game. Players live in and interact with the virtual or game-based environment through their avatars. (Bauman 2010 p.183).

Non-Player Character:

In-world agents of and from the game or virtual environment. NPCsare a function of programming and do not exist outside of the game or virtual environment. NPCs are in-world characters that the players’ (learners’) avatars interact with. This term originated from paper-based role- playing games like Dungeons and Dragons. It is a narrower definition than bot; however, there is often a blurring between the definitions of bot and NPC (Bauman, 2010 p. 186)

Terminology

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VOIP (Voice Over Internet Protocol)

Voice Over Internet Protocol. VOIP is most commonly know for applications like Skype or Magic Jack, where it is used in place of a traditional telephone line. VOIP is also used in a number of other applications including web-based game or virtual world environments.

Text-Based Communication Platform (i.e. in Second Life, Unity, Others)

Text-Based Communication Platforms allow for written communication to occur via the internet and other communication tools. Short Message Service (SMS) is the most widely used data application used in the world (3.6B users). While most commonly used in the mobile phone industry, texting is an often found and used tool in web-based virtual worlds and game environments

Terminology

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Experiential Learning (Kolb) Novice to Expert – Thinking-in-Action (Benner)

The quality of the clinicians decision making is influenced and improves over time based on previous experience within the profession

Thinking-on-Action& Thinking-in-Action (Schön)

Novices first learn to think on action reflecting on their past decision making process or experience.

Later as students move towards proficiency and expertise they are able to think-in-action because they have a stable of experiences to draw on. The practitioner engages in a form of internal talk-back as an experience unfolds

Pedagogy

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Situated Cognition

Socially Situated Cognition (Gee) Learning and eventually practice takes place in an inherently social context. The

how, why, perception of the learning space and eventual clinical space matters in terms of outcome

Designed Experience (Squire) Learning and evaluation take place as a function of performance

Created Space/Environment (Bauman) An environment that has been specifically engineered to replicate an actual existing

environment, producing sufficient authenticity and environmental fidelity to allow for the suspension of disbelief

Ecology of Culturally Competent Design (Games and Bauman) Addresses the rigors and challenges of accurately situating culture within virtual

environments using a four-element model that emphasizes the importance of activities, contexts, narratives, and characters

Pedagogy

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Digital Native vs. Digital Immigrant

Digital immigrant: Refers to those of us have adopted digital technology as adults or later in life. Not all digital immigrants were born prior to the wide spread adoption of digital media and devices. The concept of the digital immigrant may not always map to a generational context and can relate to people just encountering innovative digital technology (Presnsky, 201).

Digital native: Generally referring to those people who have always been part of the net (as in Internet) or digital generation. Digital natives are fluent in the language of the digital environment. They possess an innate sense of media literacy (Prensky, 2001).

Engagement Expectations

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Juxtaposition among and between

Teachers and Students Today’s students/learners have a degree of technical and digital

literacy that generally far exceed that of their instructors

They have a host of expectations in how information

dissemination, presentation, and transfer will take place

Those institutions that fail to address these expectations will fail to

attract and retain the best and brightest students

Engagement Expectations

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Introduction to CliniSpace

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Introduction to OpenSim

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Lets Play – Immersive Experiences

Leveraging Virtual Simulation

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Mass triage or disaster simulation

Pre-post simulation for continuity

Electronic Health Record / documentation

Communication

Capstone

Clinical Visit

Clinical Visits

High-stakes testing

Intra and interdisciplinary collaboration

National and international education

Leveraging Virtual Simulation

.

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Enhance web-based instruction

Hybrid- in conjunction with mannequin-based

simulation

Entrance testing

Enhance lecture

Assignments

Simulation for clinical experiences difficult to

arrange (i.e. high risk pediatrics)

Virtual Environments to Compliment other

forms of Simulation

.

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Virtual Environments to Compliment other

forms of Simulation

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©Bauman 2012 Rights Reserved

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Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in nursing: Caring, clinical judgment, and ethics. New York: Springer Publishing Company.

Bauman, E. B. (2012). Game-based Teaching and Simulation in Nursing & Healthcare. New York, NY: Springer Publishing Company.

Gaba, D. M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13(Suppl. 1), i2-10.

Games, I. and Bauman, E. (2011) Virtual worlds: An environment for cultural sensitivity education in the health sciences. International Journal of Web Based Communities 7(2), 189-205, doi: 10.1504/IJWBC.2011.039510

Gee, J.P. (2003). What videogames have to teach us about learning and literacy. New York, NY: Palgrave-McMillan.

Gould, J., & Bauman, E. (2012). Virtual reality in medical education. In Tsuda, S., Scott, D.J. & Jones, D.B. (Eds) Textbook of simulation, surgical skills and team training. Woodbury, CT: Cine-Med.

Hayes, E. (2005). Women, video gaming and learning: Beyond stereotypes. TechTrends, 49(5), 23-28.

Heinrichs, W.L., Bauman, E. Dev, P. (2012). SBAR ‘flattens the hierarchy’ among caregivers. Studies in Health Technology and Informatics 2012(173), 172-185, doi: 10.3233/978-1-61499-022-2-175.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and develop- ment. Upper Saddle River, NJ: Prentice Hall.

Lenhart, A, Jones, S., & Mcgill, A.J. (2008). Adults and video games. Pew Internet and American Life Project, Washing D.C.

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 2-6.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Corwin Press.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Squire, K.D. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8), 19-29.

Squire, K. D. (2007). Open-ended video games: A model for developing learning for the interactive age. In K. Salen(Ed.), The Ecology of Games, The John D. and Catherine T. MacArthur Foundation series on digital media and learning (pp. 167-198). Cambridge: MIT Press.

References

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Questions & Answers©Bauman 2013 Rights Reserved