Mais conteúdo relacionado Semelhante a Apps & Games for Clinical and Patient Education © Bauman 2013 (20) Mais de Eric B. Bauman (20) Apps & Games for Clinical and Patient Education © Bauman 20131. Apps
&
Games
for
Clinical
and
Pa@ent
Educa@on:
Mechanism
for
Behavioral
Change
Eric
B.
Bauman,
PhD,
RN
©Bauman
2013
Rights
Reserved
2. Disclosures
&
Affilia@ons
©Bauman
2013
Rights
Reserved
– Center
Excellence
in
Simula@on
Educa@on,
DeVry,
Inc
• Associate
Director
– Division
Chief,
EMS
–
Blooming
Grove
Fire
Dept.
– Managing
Member
–
Clinical
Playground,
LLC
– Managing
Member
–
Forensic
Analy@cs
– Springer
Publishing
–
Author
– Adjunct
Faculty
–
CAE
Healthcare
– Relevant
Stock
–
CAE,
Zynga,
GE,
Pfizer
– Society
for
Simula@on
in
Healthcare
• Serious
Games
&
VE
SIG
Co-‐Chair
– Interna@onal
Nursing
Associa@on
for
Clinical
Simula@on
and
Learning
Any
and
all
discussion
and
content
represents
the
views
and
scholarship
of
the
presenter
and
does
not
proclaim
to
and
may
not
represent
the
views
of
any
employer
or
affilia@ons
named
in
these
disclosures
3. Objec@ves
• Introduce
and
define
terms
relevant
to
game
and
applica@on-‐based
educa@on
• Introduce
and
review
pedagogy
that
supports
game
and
applica@on-‐based
learning
• Discuss
the
roles
of
game
and
app-‐based
learning
for:
– Clinical
Educa@on
– Pa@ent
Educa@on
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2013
Rights
Reserved
4. Terminology
• Games
vs.
Simula@on
• Gamifica@on
• Ludology
• Metagaming
• Virtual
Worlds
[Environments]
• Game-‐based
Pla_orm
• Augmented
Reality
• Avatar
or
Player
Character
• Non-‐player
Character
• Created
Environment
©Bauman
2013
Rights
Reserved
5. Games
versus
Simula@on
©Bauman
2013
Rights
Reserved
• Tradi@onal
Perspec@ve
on
Games
– Goal
Oriented
– Rule
Based
– Sense
of
Consequence
• Rewards
or
otherwise
• Tradi@onal
Perspec@ve
on
Simula@on
– Imita@on
of
something
real
– Representa@on
of
key
design
elements
or
variables
of
a
system
or
process
6. Gamifica@on
“The
use
of
game
design
elements
in
non-‐game
contexts”
Fitz-‐Walker,
2012
“To
some,
gamifica@on
is
the
Next
Great
Hope
for
deep
user
engagement”
Machew
Jensen,
2012
• Makes
content
more
engaging
• Encourages
users
to
engage
in
desired
behaviors
• Illustrates
a
path
to
mastery
&
autonomy
• Provides
incen@ve
to
complete
chores
or
tasks
otherwise
seen
as
boring
• Data
from
“gamified”
applica@ons
can
be
leveraged
for
CQI
Projects,
Curricula
and
ROI
Evalua@on
hcp://en.wikipedia.org/wiki/Gamifica@on
©Bauman
2013
Rights
Reserved
8. Game
Design
over
Gamifica@on!
©Bauman
2013
Rights
Reserved
“Games
are
Machines
For
Gaining
Competence”
Reward
should
come
from
Mastery
Game
Does
not
by
Defini@on
=
Fun
Thus
Gamifica@on
is
not
always
Playful
nor
Fun
Sebas@an
Deterding
GLS
8
–
June
15,
2012
9. Game-‐Based
Learning
and
Reward
Intrinsic
Extrinsic
Reward
comes
from
Mastery
Tangible
Reward
Goals
are
clear,
meaningful
and
situated
Goals
assigned
Progress
is
intui@ve
apparent
and
Progress
is
determined
or
assigned
immediate
[real-‐@me
or
just-‐in-‐@me]
outside
of
the
current
ac@vity
Endorses
or
reinforces
behavior
you
are
If
you
complete
this
task
you
will
be
given
already
commiced
to
or
hope
to
engage
access
to
another
task
–
Hierarchical
in
the
future
–
Represents
Player
Agency
Direc@on
Autonomous
Directed
Ac@ve
Learning
Crea@ve
Shallow
Compliance
Deep
Meaning
Outcome
Driven
©Bauman
2013
Rights
Reserved
10. Ludology
“We
are
entering
the
Ludic
Century…
…
we
will
use
games
to
shape
the
future
of
educa@on”
Eric
Zimmerman,
NYU
Games
Center
6/15/2011
at
GLS7
www.ericzimmerman.com/
hcp://gamecenter.nyu.edu/tag/eric-‐zimmerman
©Bauman
2013
Rights
Reserved
11. Ludic
Pedagogy
The
manner
through
which
games
teach
[learners]
players
to
play
[Learn]…
hcp://etd.lsu.edu/docs/available/etd-‐11092011-‐154402/unrestricted/jbroussard_disserta@on.pdf
The
ac@vity
of
play,
par@cularly
when
engaging
a
new
game
always
represents
a
learning
process
©Bauman
2013
Rights
Reserved
12. Metagaming
It
is
the
use
of
out-‐of-‐game
[out
of
curriculum]
informa@on
or
resources
to
affect
one's
in-‐game
[prac@ce]
decisions…
Transcends
a
prescribed
rule
set
…uses
external
factors
to
affect
the
game
[prac@ce],
or
goes
beyond
the
supposed
limits
of
the
game
[prac@ce]
environment
hcp://en.wikipedia.org/wiki/Metagaming
©Bauman
2013
Rights
Reserved
13. Metagaming
©Bauman
2012
Rights
Reserved
hcp://www.gcrme.med.miami.edu/harvey_features.php
Imagine
a
mobile
applica@on
or
game
that
could
be
leveraged
for
unique
learning
and
later
as
a
cogni@ve
aid
during
actual
prac@ce
©Bauman
2013
Rights
Reserved
14. Metagaming
©Bauman
2012
Rights
Reserved
hcp://www.hollandcollege.com/admissions/full_@me_programs/prac@cal_nursing/
16. Augmented
Reality
Augmented
reality
supplements
the
real-‐world
such
that
actual
objects
exis@ng
in
the
real-‐world
appear
to
coexist
with
virtual
objects,
computer
generated
images
that
are
representa@ons
of
actual
objects.
(Univ.
of
Picsburgh
Simula@on
&
Medical
Technology
Center)
(Azuma,
Behringer,
Feiner,
Julier,
and
MacIntyre
2001;
Bauman,
2012)
17. Avatar
or
Player
Character
The
term
avatar
is
originally
from
Hindi
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).
18. Virtual
Worlds
Game-‐Based
Pla_orm
Virtual
worlds:
an
environment
that
hosts
a
synchronous
digital
environment,
persistent
network
of
people,
represented
as
avatars,
facilitated
by
networked
computers
(Bell,
2008)
Game-‐based
pla6orm:
An
environment
that
provides
a
narra@ve
and
system
of
rewards
for
accomplishing
specific
tasks
and
objec@ves.
Game-‐based
pla_orms
use
virtual
environments
to
stage
the
game.
Not
all
virtual
reality
environments
are
game-‐based
(Bauman,
2010,
p.
186).
©Bauman
2013
Rights
Reserved
19. Non
Player
Character
In-‐world
agents
of
and
from
the
game
or
virtual
environment.
NPCs
are
a
func@on
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
(Bauman,
2010
p.
186)
Player
Character
Player
Non
Player
Character
Character
20. Created
Environment
Created
Environment
An
environment
that
has
been
engineered
to
replicate
a
real-‐world
space,
producing
sufficient
authen@city
and
fidelity
to
allow
for
the
suspension
of
disbelief.
Simulated
environments,
whether
fixed
in
the
case
of
mannikin-‐based
simula@on
laboratories
or
exis@ng
in
virtual
reality,
as
in
a
game
or
applica@on-‐based
environments
are
created
environments.
Bauman,
2007,
2012
21. Pedagogy
In
general
many
of
the
theories
that
support
simula@on
and
game-‐based
learning
have
their
roots
in
Experien9al
Learning
Kolb
22. Schön: Thinking-on/in-action
©Bauman
2013
Rights
Reserved
In
Schön’s
theory
the
professional
engages
in
a
dialog
with
a
problema@c
situa@on
or
experience
and
listens
to
back-‐talk,
a
form
of
self
generated
feedback
that
helps
guide
and
inform
decision-‐
making
• Thinking-‐on-‐ac@on
• Thinking-‐in-‐ac@on
23. Benner: Thinking-in-action
©Bauman
2013
Rights
Reserved
Argues
that
thinking-‐in-‐ac9on,
the
use
of
previous
experiences
to
reflect
on
during
real
world
prac@ce,
differen@ates
the
quality
of
the
decisions
made
by
novices
and
experts
24. The
Experien@al
Challenge
©Bauman
2013
Rights
Reserved
• The
“newbie”
or
true
novice
cannot
think
“In
ac@on”
• They
may
not
even
be
prepared
to
think
“on-‐ac@on”
hcp://www.glasbergen.com/
25. Situated
Learning
©Bauman
2012
Rights
Reserved
Designed
Experience
…is
engineered
to
include
structured
ac@vi@es
targeted
to
facilitate
interac@ons
that
drive
an@cipated
experiences.
These
ac@vi@es
are
created
to
embody
par@cipant
experience
as
performance.
Squire,
2006
Socially
Situated
Cogni=on
Refers
to
learning
theory
that
is
situated
within
a
material,
social,
and
cultural
world.
Learning
that
is
situated
takes
place
in
contextually
specific
and
authen@c
environments
with
a
host
of
values
and
expecta@ons
Gee,1991,1993
26. Situated
Learning
©Bauman
2013
Rights
Reserved
Ecology
of
Culturally
Competent
Design
Addresses
the
rigors
and
challenges
of
accurately
situa@ng
culture
within
virtual
environments
using
a
four-‐element
model
that
emphasizes
the
importance
of:
ac9vi9es,
contexts,
narra9ves,
and
characters.
•
Ac@vity:
What
is
there
to
do
in
the
created
environment?
•
Context:
What
is
the
context
of
the
ac@vity
taking
place
in
the
environment?
•
Narra@ve:
How
does
the
story
unfold
based
on
the
decisions
that
the
player(s)
make
in
the
environment?
•
Character:
How
does
the
player
iden@fy
or
embrace
their
in-‐world
iden@ty?
Bauman
2012,
Bauman,
2010,
Bauman
&
Games
2011,
Games
&
Bauman
2011
27. Expansion
of
the
Clinical
Space
How
do
we
expand
the
educa@onal
space
in
terms
of
Clinician/Student
Educa@on
and
Pa@ent
Educa@on?
Games
and
Mobile
Applica@ons
28. Games
and
Simula@on
for
Clinical
Educa@on
Illustration
2.1
Rethought
Simulation
to
Practice
Pathway
©
Bauman
2010
©
Bauman
2012
Knowledge Acquisition
Behavior
Simulation
Games
Experience Clinical Practice
Didactic
Games
Cogitative
Aid
29. Games
and
Apps
for
Pa@ent
Educa@on
Games
and
Applications
for
Patient
Education
©
Bauman
2013
Knowledge Acquisition
Behavior
Reinforcement
Games Extrinsic Behavioral
Intrinsic Change
Didactic
Games
Cogitative
Aid
32. Why
Games
Macer
How
you
provide:
– Just
in
Time
Informa@on
– Just
in
Time
Prac@ce
– Just
in
Time
Feedback
Games
come
with
built
in
surveillance:
– Allows
for
data
collec@on
– Analysis
for
correla@on
33. M.
Presky,
2001
©Bauman
2013
Rights
Reserved
Digital
Na=ves
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
adop@ng
the
technology
later
in
life.
34. Take
Home
Message
Game-‐Based
Learning
leverages
created
environments
so
that
learning
takes
place
as
performance
though
carefully
designed
experiences
that
o~en
use
a
contextually
situated
narra9ve
to
promote
curriculum
objec@ves
©Bauman
2012
Rights
Reserved
35. Ques@ons?
©Bauman
2013
Rights
Reserved
R.
Kyle
36. Selected
References
&
Recommended
Readings
Azuma,
R.T.,
Baillot,
Y,
Behringer,
R.,
Feiner,
S.,
Julier,
S.,
and
MacIntrye,
B.
(2001).
Recent
advances
in
augmented
reality.
IEEE
Computer
Graphics
and
Applica9ons,
21(6),
34-‐37.
Bauman,
E.
(2007).
High
fidelity
simula@on
in
healthcare.
Ph.D.
disserta@on,
The
University
of
Wisconsin-‐Madison,
United
States.
Disserta@ons
&
Thesis
@
CIC
Ins@tu@ons
database.
(Publica@on
no.
AAT
3294196)
Bauman,
E.
B.
(2012).
Game-‐based
Teaching
and
Simula9on
in
Nursing
&
Healthcare.
New
York,
NY:
Springer
Publishing
Company.
Bauman,
E.
(2010).
Virtual
reality
and
game-‐based
clinical
educa@on.
In
Gaberson,
K.B.,
&
Oermann,
M.H.
(Eds)
Clinical
teaching
strategies
in
nursing
educa9on
(3rd
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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
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Pedagogical
models
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P.
(1984).
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Excellence
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C.,
&
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C.
(2009).
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Caring,
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ethics.
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Company
Broussard.,
J
(2012).
Making
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Your
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Teaching
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Culhane-‐Pera,
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and
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A
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in
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Faragher,
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&
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S.,
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(2011).
Standards
of
best
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in
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7(4),
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Fitz-‐Walter,
Z.
(2012).
hcp://gamasutra.com/blogs/ZacharyFitzWalter/20120426/169287/Gamifica@on_Thoughts_on_defini@on_and_design.php
Games,
I.
and
Bauman,
E.
(2011)
Virtual
worlds:
An
environment
for
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sensi@vity
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health
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of
Web
Based
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7(2).
Gee,
J.P.
(2003)
What
Videogames
Have
to
Teach
Us
About
Learning
and
Literacy.
New
York,
NY:
Palgrave-‐McMillan.
Gore,
T.,
Van
Gele,
P.,
Ravert,
P.,
&
Mabire,
C.
(2012).
A
Survey
of
INACSL
membership
about
simula@on
use.
Clinical
Simula9on
in
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8(4),
e125-‐e133.
Jenson,
M.
(2012).
Engaging
the
learner:
Gamifica@on
strives
to
keep
the
user’s
interest.
T
&D,
January,
2012,
41-‐44.
Kolb,
D.
(1984).
Experien@al
learning:
Experience
as
the
source
of
learning
and
development.
Upper
Saddle
River,
NJ:
Pren@ce
Hall.
Larew,
C.,
Lessans,
S.,
Spunt,
D.,
Foster,
D.,
&
Covington,
B.
(2006).
Innova@ons
in
clinical
simula@on:
Applica@on
of
Benner's
theory
in
an
interac@ve
pa@ents
care
simula@on.
Nursing
Educa9on
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27(1),
16-‐21.
Nursing
Midwifery
Council
(2007).
Nursing
and
Midwifery
Council
Circular,
36(2007),
United
Kingdom.
Prensky,
M.
(2001).
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na@ves,
digital
immegrants,
part
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On
the
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9(5).
Popkewitz,
T.
(2007).
Cosmopoli@anism
and
the
age
of
school
reform:
science,
educa@on
and
making
a
society
by
making
the
child.
Routledge.
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
reflec9ve
prac99oner:
How
professionals
think
in
ac9on.
New
York:
Basic
Books.
Skiba,
D.
J.
(2009).
Nursing
educa@on
2.0:
A
second
look
at
Second
Life.
Nursing
Educa9on
Perspec9ves,
30,
129-‐131.
Squire,
K.
(2006).
From
content
to
context:
Videogames
as
designed
experience.
Educa@onal
Researcher.
35(8),
19-‐29.
Squire,
K.,
Giovaneco,
L.,
DeVane,
B,.
&
Durga,
S.
(2005).
From
users
to
designers:
Building
a
self-‐organizing
game-‐based
learning
environment.
Technology
Trends,
49(5),
34-‐42.
Taekman
J.M.,
Segall
N.,
Hobbs
G.,
and
Wright,
M.C.
(2007).
3DiTeams:
Healthcare
team
training
in
a
virtual
environment.
Anesthesiology.
2007:
107:
A2145.
Tervalon,
M.
and
Murray-‐Garcia,
J.
(1998).
Cultural
humility
versus
cultural
competence:
A
cri@cal
dis@nc@on
in
defining
physician
training
outcomes
in
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