The document summarizes the evaluation of a first-person blast response training game called BLAST. Study participants provided feedback on strengths like its realistic nature and engagement. Weaknesses included usability issues like mouse lag. Recommendations were to add scenarios, improve feedback by identifying specific victims, reduce mouse lag, and add more ambient noise. Unexpected findings showed benefits of group use and as a supplement to lectures. The conclusion was games need integrated delivery and play environment design for effectiveness.
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Waddington g4h 2012 final
1. When “Real” Users Strike Back
Post-mortem/Process/Evaluation
Bob Waddington
SimQuest, LLC.
bwaddington@simquest.com
@waddingtondc
June 2012
June 12-14, 2013 www.gamesforhealth.org
Boston, MA
3. Sim-Game Based Training Systems for Scene and Patient
Management Following Blast Injury from Explosives
Including Improvised Explosive Device (IED)
Tom Reeves, PhD, UGA
Supported by the US Army Medical Research and Materiel Command
Award No. W81XWH-09-C-0060.
June 2012 www.gamesforhealth.org
4. 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
5. 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
6. 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
7. 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
8. 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
9. 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
12. Evaluation Strategy
Evaluate Overall
• game design
• usability
• content
• user choices
• user path through
scenario
June 2012 www.gamesforhealth.org
13. Formative Evaluation
• Multidisciplinary
Reviews
• End-user Reviews
• Players Feedback
• Formal Study (IRB)
• Implement findings
into design and game
June 2012 www.gamesforhealth.org
15. Formal Study
Primary methods
User tracking data
Evaluation questionnaires
Individual interviews
Locations
North Carolina
Virginia (EMT-B Class)
Maryland
June 2012 www.gamesforhealth.org
16. 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
17. 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
18. When “Real” Users Strike Back
What is the weakest aspect of the BLAST
program?
June 2012 www.gamesforhealth.org
19. When “Real” Users Strike Back
What is the strongest aspect of the BLAST program?
June 2012 www.gamesforhealth.org
20. When “Real” Users Agree
88%
Similar programs should be developed
79%
Program provided an engaging learning
opportunity
June 2012 www.gamesforhealth.org
21. 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
22. 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
23. 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
24. 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
25. 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
26. Conclusions
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.
“I’ve never seen the students so engaged”
Chauncey Bowers CSP, ARM, Central Piedmont Community College
June 2012 www.gamesforhealth.org
27. Thank You!
Bob Waddington
SimQuest, LLC
bwaddington@simquest.com
@waddingtondc
June 12-14, 2013 November 5-6, 2012
Boston, MA www.gamesforhealtheurope.org
Games for Health Conference
