Distance Teaching & Learning Conference Information Session: Are Games and Simulations a Good 'Fit' for Your Curriculum? Authors: Penny Ralston-Berg and Eric B. Bauman The conversation was very active as we discussed strategies and key questions to ask in determining what makes a good curricular “fit” for games and simulations. Examples were shown from a variety of subject matter and the audience had a chance to walk through the process of determining fit based on learning objectives. We also stepped out side the instructional alignment and talked about the value of "ridiculous games" for stress relief and cognitive down time between other intense tasks.

1. Are Games and Simulations
a Good Fit for Your Curriculum?
Penny Ralston-Berg - Penn State World Campus
Eric B. Bauman, PhD, RN - Clinical Playground, LLC

2. Disclosures
The views and perspectives discussed in this presentation
are those of the presenters and may not represent the
views of of Penn State World or Clinical Playground, LLC

3. What is Fit?
Degree to which a game or simulation
supports instructional objectives.
 Thoughtful, appropriate, purposeful
 Aligned with learning objectives
 Works within constraints

4. Aspects of Fit: Impact
Effective
AppealingEfficient
Proper Fit
Ralston-Berg, P. & Lara, M. (2012). Fitting virtual reality and game-based learning into an existing curriculum. In E. Bauman (Ed.), Games and
Simulation for Nursing Education. New York: Springer.

5. ©Bauman 2015 Rights Reserved
Intrinsic Extrinsic
Reward comes from Mastery Tangible Reward
Clear, meaningful and situated goals Goals assigned
Progress is intuitive apparent and
immediate [real-time or just-in-time]
Progress is determined or assigned
outside of the current activity
Endorses or reinforces behavior you
are already committed to or hope to
engage in the future
Represents Player Agency
If you complete this task you will be
given access to another task –
Hierarchical Direction
Autonomous Directed
Aspects of Fit: Reward
Active Learning Compliance
Outcome DrivenDeep Meaning
Creative Shallow

6. Aspects of Fit: Constraints
Learning
Objectives
Complexity
Cost Time
Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-Collaboration between eLearning designers and instructor experts. Madison, WI:
Atwood Publishing.

7. Examples of Fit
Learning Situation or Goal Type of Game or Simulation
Boring, mundane,
undesirable tasks
Games that level up; intrinsic
motivation
Distinct levels of
achievement or competency
Meta-gaming;
use out-of-game resources or
strategies to succeed
Reinforce information or
processes
Mini-games within game
Define terms; use
appropriately; syntax
Quick games;
reward for speed;
replay from pool

8. Examples of Fit
Learning Situation or Goal Type of Game or Simulation
Make decisions, react to
consequences under stress
Immersive sim; level up =
higher stakes, less time to
react; created environment
Team strategic thinking Multi-player sim
See problem from various POV Role play sim with tasks
Observe and reflect Virtual world with sim
environment

9. Examples of Fit
Learning Situation or Goal Type of Game or Simulation
Practice speaking language in
real time
Virtual community
Interaction with
environment; affective
responses
Role-play simulation
Inaccessible locations or
dangerous situations
Simulation;
created environments
Group communication;
leadership
Simulated interaction with
characters within an
environment

10. Finding the Right Fit
 Clearly define learning objectives
 Describe key functions or tasks
 Brainstorm / research
 Consider constraints
 Time, budget resources
 Maximize impact within constraints

11. Cost vs. Impact
IMPACT
COST
High
Low High
Patient simulator
Disaster preparedness
simulator
Text-based CYOA
Practice quiz
PPT display in virtual
world
Sim tests vocab
Ralston-Berg, P. & Lara, M. (2012). Fitting virtual reality and game-based learning into an existing curriculum. In E. Bauman (Ed.), Games and
Simulation for Nursing Education. New York: Springer.

12. Let’s try it!
Learning Objective
 Perform correct procedure for IV therapy based on
a specific clinical discipline and related clinical
functions (MD, RN, NA, Paramedic)

13. Let’s try it!
Key Functions or Tasks
 Psychomotor skills (haptic)
 Procedural skills
 Clinical critical thinking / decision-making
 Why does the patient need an IV?
 What gauge IV?
 What type of fluid?
Perform correct procedure for IV therapy based on a specific
clinical discipline and related clinical functions (MD, RN, NA,
Paramedic)

14. Let’s try it!
Brainstorm / Research
 Needle shooter hits target (timed)
 Drag and drop – What tools do you need to
perform the task?
 3D anatomy model sim
 What have others done?

15. Constraints
IMPACT
COST
High
Low High
Role simulatorText-based situation
Drag and drop
supplies
Anatomy quiz

16. Let’s try it!
Which is the best fit? Role play sim!
 Role play – four roles; not multiple players
 Situational narrative based on role
 Anatomy mini-game – best location for IV
 Tools mini-game – drag tools to tray
 Design / consequence series based on
decisions required for each role

17. Finding the Right Fit
 Clearly define learning objectives
 Describe key functions or tasks
 Brainstorm / research
 Consider constraints
 Time, budget resources
 Maximize impact within constraints

18. Common Pitfalls
 Adding games and sims automatically
increases interactivity and learning
 Underestimate time, cost, support
needed
 SME also designer, developer, support
 Not the faculty’s job to support the tech…
their job to use it

19. Common Pitfalls
 Educational designer is dependent on the SME
 Missing even small content areas can
hamper project completion
 Intellectual property
 Whose is it and can you use it
 Privacy
 Student accounts with 3rd party vendors

20. Fit – The Big Picture
Prerequisites Procedure
Game or Sim
Debrief and
Reflection

21. Bonus!
 Translate objectives to key functions
 Reuse game shells, wireframes,
design sequences
 Multiple storyboards
 Other content areas

22. Thank you!
Book info:
Pinterest:
https://www.pinterest.com/pennymoved/games-sims-and-fit/
Contact: PLR15@PSU.EDU
ebauman@clinicalplayground.com