Instructional Online Gaming by E B bauman 2011

Instruc(onal Online Gaming WI TECNE: E-‐Learning in Nursing:

Design, Innova7on, Delivery and Evalua7on

. . . . . . . . . . . Eric B. Bauman, PhD, RN, Paramedic

©Bauman 2011 Rights Reserved

R. Kyle

General InformaCon

EducaCon: BA Sociology: UW Wisconsin – Madison

•  College of LeMers and Sciences MS Nursing: UW Wisconsin – Madison

•  School of Nursing PhD Curriculum and InstrucCon: UW Wisconsin – Madison

•  Games+Learning+Society •  School of EducaCon

. . . . . . . . . . . ©Bauman 2011 Rights Reserved

Disclosures/Conflict of Interest & Professional AffiliaCons

Managing Member – Clinical Playground, LLC

•  Consultant on the WI TECHNE Grant

Society for SimulaCon in Healthcare (SSH)

•  Chair – Website CommiMee

•  Co-‐Chair – Serious Games and Virtual Environments Special Interest Group

InternaConal Nursing Assoc. for Clinical Learning and SimulaCon (INACSL) •  Member – Website CommiMee

Games+Learning+Society

•  Affiliate


ObjecCves •  Discuss what is meant by the terms(s) InstrucConal or Serious Gaming?

•  IdenCfy advantages of integraCons of Game-‐Based learning into curricula?

•  IdenCfy types of content that provide a “good fit” for content related to nursing educaCon?


InstrucConal or Serious Games, and SimulaCon

•  TradiConal PerspecCve on Games – Goal Oriented – Rule Based – Sense of Consequence •  Rewards or otherwise

•  TradiConal PerspecCve on SimulaCon –  ImitaCon of something real – RepresentaCon of key design elements or variables of a system or process


Contemporary PerspecCve on Games and SimulaCon

. . . . . . . . . . .

Created Environment An environment that has been specifically engineered to accurately replicate an actual exisCng space, producing sufficient authenCcity and fidelity to allow for the suspension of disbelief. Simulated environments, whether fixed in the case of mannikin-‐based simulaCon laboratories resembling elaborate theatrical sets, or exisCng in virtual reality, as in a game-‐based environments are created environments.


. . . . . . . . . . .


Designed Experience A designed experience is engineered to include structured acCviCes targeted to facilitate interacCons that drive anCcipated experiences. These acCviCes are created to embody parCcipant experience as performance. Many theme parks are based in part on the theory of designed experience.


. . . . . . . . . . .


Ecology of Culturally Competent Design Addresses the rigors and challenges of accurately situaCng culture within virtual environments using a four-‐element model that emphasizes the importance of ac+vi+es, contexts, narra+ves, and characters.


Higher Order Simula7on Higher order simulaCon includes and integrates behavioral components into designed experiences exisCng within created spaces, whether those spaces exist in a fixed or virtual environment…




Ludology The study of games and other forms of play and which may include higher order simulaCon, parCcularly if the experience integrates variables ogen associated with play or gaming

Does higher order simulaCon consCtute Ludology?

NarraCve InteracCvity

System of Rewards

Engagement

Consequence High Scores

Leader Board


Games + SimulaCon

•  Goal Oriented •  Rule Based •  Sense of Consequence •  ImitaCon of something real (AuthenCcity)

•  Accurate representaCon of system(s) and related processes


~Serious Games

Serious Games leverage created environments so that learning takes place as performance though carefully designed experiences that ogen use a narraCve to promote curriculum objecCves


Why is Game-‐Based Learning Important


Digital Na7ves People who were born with (contemporary) digital technologies already in existence.

Digital Immigrants Those who were born prior to (contemporary) digital technologies and migrated into the digital realm adopCng the technology later in life.

Prensky 2001


•  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 expectaCons in how informaCon disseminaCon, presentaCon, and transfer will take place

•  Those insCtuCons that fail to address these expectaCons will fail to aMract and retain the best and brightest students

About Today’s Students


Why does this maMer?

•  Because the best and brightest learners become: – Our next generaCon of nursing scholars – Well trained and excepConally educated nurses are a major part of the soluCon to the healthcare crisis that we face locally, naConally, and internaConally


•  Different way engaging learners •  AMends to challenges of Cme and distance inherent to distribuCve educaCons

•  AMends to aspects of acculturaCon not always available in the tradiConal learning environment

•  There is evidence to support videogame playing and some types of procedural training

Specific Advantages


Moreover…

Research supporCng educaConal design, integraCon, and evaluaCon focusing on technology such as SimulaCon and Game-‐Based

learning is by its very nature transformaCve and translaConal ©Bauman 2011 Rights Reserved

Good Fit

•  Using technology for the sake of technology ogen leaves students confused and faculty frustrated

•  Understand that all forms of technology have their limitaCons

•  Play down the “coolness” and “be-‐all… end all” factor with students.


More Good Fit…

•  Using virtual environments found in online gaming environments are best leveraged for lessons that center on behavioral and decision aspects of pracCce. – AcculturaCon – Decision Making – Team Training – Workload/Time Management – Procedural DemonstraCon


3DiTeams-‐Healthcare Team Training in a Virtual

Environment

Jeff Taekman, et al

Duke University Medical Center

Examples

Handwash Havok

AMempt to manipulate water drops to clean your virtual hand Orbitec/Hypercosm

Second Life/Virtual Environment NighCngale Isle

Jone Tiffany, DNP, RN

New World Clinic Gerald Stapleton MS

Bauman, E. (2007). High fidelity simulaCon in healthcare. Ph.D. dissertaCon, The University of Wisconsin-‐Madison, United States. DissertaCons & Thesis @ CIC InsCtuCons database. (PublicaCon no. AAT 3294196)

Bauman, E. (2010). Virtual reality and game-‐based clinical educaCon. In Gaberson, K.B., & Oermann, M.H. (Eds) Clinical teaching strategies in nursing educa+on (3rd ed).New York, Springer Publishing Company.

Bauman, E.B. and Games, I.A. (2011). Contemporary theory for immersive worlds: Addressing engagement, culture, and diversity. In Cheney, A. and Sanders, R. (Eds) Teaching and Learning in 3D Immersive Worlds: Pedagogical models and construc+vist approaches. IGI Global.

Games, I. and Bauman, E. (In Press) Virtual worlds: An environment for cultural sensiCvity educaCon in the health sciences. Interna+onal Journal of Web Based Communi+es 7(2).

Gee, J.P. (2003) What Videogames Have to Teach Us About Learning and Literacy. New York, NY: Palgrave-‐McMillan.

Kolb, D. (1984). ExperienCal learning: Experience as the source of learning and development. Upper Saddle River, NJ: PrenCce Hall.

Leape, L. L. (2000). Errors in medicine. Clinica Chimica Acta, 404(1), 2-‐5.

Prensky, M. (2001). Digital naCves, digital immegrants, part 1. On the Horizon 9(5).

Taekman J.M., Segall N., Hobbs G., and Wright, M.C. (2007). 3DiTeams: Healthcare team training in a virtual environment. Anesthesiology. 2007: 107: A2145.

Schön, D. A. (1983). The reflec+ve prac++oner: How professionals think in ac+on. New York: Basic Books.

Skiba, D. J. (2009). Nursing educaCon 2.0: A second look at Second Life. Nursing Educa+on Perspec+ves, 30, 129-‐131.

Squire, K. (2006). From content to context: Videogames as designed experience. EducaConal Researcher. 35(8), 19-‐29.

Squire, K., GiovaneMo, L., DeVane, B,. & Durga, S. (2005). From users to designers: Building a self-‐organizing game-‐based learning environment. Technology Trends, 49(5), 34-‐42.

Thiagarajan, S. (1992). Using games for debriefing. Simula+on and Gaming, 23(2), 161-‐173.

Turkle, S. (1995) Life on the screen. Iden+ty in the age of the Internet. New York: Touchstone.

Selected References

Eric B. Bauman, PhD, RN [email protected]

hMp://www.linkedin.com/in/ericbbauman

hMp://www.slideshare.net/ebauman

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Instructional Online Gaming by E B bauman 2011