Educational Gameplay and Simulation Environments: Case Studies and Lessons Learned
Abstract
Games and simulations are not only a rapidly growing source of entertainment in today's world; they are also quite beneficial. They enable players to develop quick-reaction and motor skills, engage cognitive processes, and interact with peers around the globe, thereby enhancing social skills. However, as a result of the rise of games and simulations, educators are struggling to engage their students through more traditional ways of learning. Educational Gameplay and Simulation Environments: Case Studies and Lessons Learned presents a remarkable collection of cases demonstrating how to conceptualize, design, and implement games and simulations effectively for learning. This paramount publication will aid educators, researchers, and game developers in broadening their work to effectively create and implement engaging learning environments for present and future students.
... In line with these benefits, educators should try to integrate games into the educational process [14]. Simulation games, which provide an imitation of the real world, consist of the roles and objectives set for each player, rules that limit the behavior of the player in the game, the interaction of the players with each other, the scoring system and the debriefing where feedback is given [15,16]. Through debriefings, students can discuss how they can perform differently in similar situations [17,18]. ...
... In this direction, it is very important to create active learning environments and to use learning strategies suitable for students in order to meet the learning needs of students and to ensure that they have the knowledge, skills and attitudes required by the twenty-first century [20][21][22]. For this reason, it is stated that games and simulation are powerful learning tools for new generation learners in achieving the targeted learning outcomes of educational processes [16,20]. However, less research in the literature has addressed the effects of simulation games and active learning environments on reflective thinking. ...
... That's probably why I had taken the ward manager role in the game. (Student 16 Week 1 ) ...
Background
This study aimed to investigate the effect of a simulation game called “The Ward” on reflective thinking skills of senior nursing students.
Methods
A convergent mixed methods parallel research design was conducted between February-April 2018. The sample for this study was a convenience sample (n = 23) of senior nursing students. Student Information Form, Reflective Thinking Scale and a structured interview form were used as data collection tools. During study, simulation game was played once a week for seven weeks. Descriptive statistics (frequency, percentage, mean) were used for analyzing data, t test for dependent groups tests were applied to determine differences within group and qualitative data was analyzed with content analysis.
Results
After playing the simulation game, nursing students’ reflective thinking scores (pre-test = 39.70 ± 5.15; post-test = 67.39 ± 8.13) increased significantly (p < 0.05). It was found students noticed their shortcomings and mislearnings by comparing their existing knowledge in setting of teamwork and cooperation created by the game, and consequently students’ motivation increased or decreased. The teamwork and collaboration created with in the simulation game caused students to gain self-confidence, to expand their perspectives, to develop effective decision-making skills, to increase their motivation, to discover their own incomplete knowledge, skills or mislearnings.
Conclusions
These results support that the simulation games can be used to improve reflective thinking level of students. This finding shows that nursing education curriculum needs to be restructured using new methods such as simulation games aimed at improving students’ reflective thinking skills. In this direction nurse educators should be involved with policy making and policy makers to develop strategies to ensure that graduated nursing students should gain reflective thinking skills. In addition nurse executives should encourage using simulation and simulation games in service training to improve nurses’ reflective thinking skills and life long learning.
... Follows commonly accepted definitions of some key terms in the field. [1] Educational Game is a fictitious, fantasy or imaginary situation in which players, placed in conflict with others or assembled in a team against an external opponent, are governed by rules determining their actions with a view to achieving learning objectives and a goal determined by the game, either to win or to seek revenge. ...
... The term "digital game" usually refers to games played using a personal computer or personal game machine. [1] Prensky (2001) defines digital games by a set of key structural elements which, when combined together, strongly engage the player including: rules, goals and objectives to be accomplished, outcomes and feedback allowing players to measure their progress toward game goals, conflict/competition/ challenge/opposition to the computer or other players, interaction, and representation or story. [1,2] Van Eck (2007), identifyes four pedagogic principles inherent in all digital games: play theory, cycles of learning, and engagement; problem-based learning; situated cognition and learning; question asking, cognitive disequilibrium; and scaffolding. ...
... [1] Prensky (2001) defines digital games by a set of key structural elements which, when combined together, strongly engage the player including: rules, goals and objectives to be accomplished, outcomes and feedback allowing players to measure their progress toward game goals, conflict/competition/ challenge/opposition to the computer or other players, interaction, and representation or story. [1,2] Van Eck (2007), identifyes four pedagogic principles inherent in all digital games: play theory, cycles of learning, and engagement; problem-based learning; situated cognition and learning; question asking, cognitive disequilibrium; and scaffolding. [3] ...
... To properly discuss the efficacy of serious games for learning, the concept of serious game must be defined. Sauvé, et al. (2010), performed a systematic literature review to establish definitions of games, simulations, and simulation games, and to relate the definitions to the serious game concept. They specify essential properties of an educational game as: (1) representing a fictitious or artificial situation, (2) with one or several players, (3) players are in ...
... Simulations do not necessarily imply conflict or competition, and the person using it does not try to win, as is the case in a game. A simulation is distinguished from a game by its model, which is compared with reality and by its correspondence with the system that it is supposed to represent; a game is created without reference to reality (Sauvé, et al., 2010). Simulation games, according to Sauvé, et al. (2010), include the critical attributes of a game together with those of a simulation. ...
... A simulation is distinguished from a game by its model, which is compared with reality and by its correspondence with the system that it is supposed to represent; a game is created without reference to reality (Sauvé, et al., 2010). Simulation games, according to Sauvé, et al. (2010), include the critical attributes of a game together with those of a simulation. Simulation games include (1) a simplified model of a real or hypothetical system, (2) one or more players, (3) elements of competition or cooperation, (4) rules that specify possible players' actions, and (5) predefined goals. ...
Serious games are computer games designed for education and training purposes. A large number of investigators have studied the effectiveness of serious games. The results of the studies show that only games that incorporate sound educational principles and have appropriate user interfaces are effective tools for learning. A serious game for construction planning and scheduling education must provide an authentic environment for gameplay. To achieve this requirement, the game environment must be created from CAD drawings of a real project. The game engine must have components for providing timely scaffolding and support to the user. Storing the vast amount of data for a real project requires data structures optimized for fast rendering at the same time easily accessing and manipulating building elements and element data. This paper discusses a game engine developed for creating construction planning and scheduling educational games. The game engine is designed from scratch for performance and flexibility. It includes a component for directly importing data from a Revit model for building the game environment, interfaces Microsoft Project for scheduling, includes a feedback module, and a scoring system for measuring user performance.
... General frameworks considering content integration also exist. Sauvé (2010) note in their content segmentation framework that an appropriate balance between game and learning time is required to maintain motivation and that major content segments should be defined in relation to learning objectives and target population. Echeverria et al. (2011) propose a classroom games design framework with an educational dimension based on Bloom's revised taxonomy focusing on cognitive processes and types of knowledge. ...
... The issues identified in the literature were some of the following: what particular genre, format and type of game, whether the game should be single or multiplayer, assessment integration and feedback, adherence to the computer science curriculum, whether the game is to address high level, low level programming languages or to be programming language agnostic, how are abstract concepts to be incorporated into the game and general acceptance of the game. While there are frameworks in the literature that address content integration such as the content segmentation framework (Sauvé, 2010), the classroom design framework (Echeverria et al., 2011) and the guidelines for embedding pedagogical content into game-play (Tang & Hanneghan, 2010), these frameworks are too general and not specific enough for considering the issues of incorporating specialised content into a game for teaching programming. This resulted in the development of a new preliminary framework for considering content integration for a game to teach computer programming shown in Figure 2. ...
... Computer games and learning are usually linked in the research literature as "they are studied from multiple perspectives in connection with knowledge acquisition and transfer" [18]. ...
... This has been demonstrated by several researchers, who point out that digital games allow learners/players to experience curiosity, novelty and challenge and to have control of their actions and this may stimulate learning and engage them in inductive experiential learning ( [11], [19], [20], [7], [2], [21], [22). This is the most important feature of digital games as "motivation is the preliminary condition and foundation for the learner's engagement in the learning process" [18]. ...
Several studies have indicated that, given the right environment, Digital Game-Based Learning (DGBL) can improve skills, knowledge and attitudes and may enhance learning motivation, as it reduces learning anxiety and offers a fun-filled learning atmosphere. It is has also been pointed out that digital games can be used in the context of an interdisciplinary approach for FL teaching. This paper focuses on the potential of educational computer games designed for foreign language (FL) teaching and learning to facilitate learners develop their linguistic competences. To this end we have carried out a field research on a sample of 60 educational online games for FL teaching and learning both in English and French. In particular, using the descriptors proposed by the Common European Framework (CEFR), we made an effort towards determining whether these software applications contain activities that might help learners/players develop their linguistic competences. This sample resulted from an original sample of 100 educational online games for FL, which was evaluated on the basis of an assessment model for online language learning computer games. The above model contains fifty criteria. The examined games were distributed following a cluster analysis, based on their score (out of 50), in three groups: weak, medium and very good. The sample of the present research is composed of 60 games (33 in French and 27 in English) that belong to the upper group. Our data suggest that the studied educational online games designed for FL teaching and learning may contribute to the development of most linguistic competences.
... User acceptance is key to the successful impact of educational serious games. Previous studies have assessed various user acceptance challenges of educational games [8,9]. These studies revealed that a wide range of users, including health care providers and medical students, accept serious games as a substantial and useful educational technique [10,11]. ...
... Serious games are increasingly recommended as effective techniques to improve health education [23][24][25]. Multiple studies have assessed educational serious games in different fields of health, ranging from preventative screening to management of chronic diseases [9,[26][27][28]. Over the last decade, a growing number of these studies have measured the efficiency and effectiveness of serious health education games using randomized trials of patients and clinicians [29][30][31][32][33][34][35]. ...
... User acceptance is key to the successful impact of educational serious games. Previous studies have assessed various user acceptance challenges of educational games [8,9]. These studies revealed that a wide range of users, including health care providers and medical students, accept serious games as a substantial and useful educational technique [10,11]. ...
... Serious games are increasingly recommended as effective techniques to improve health education [23][24][25]. Multiple studies have assessed educational serious games in different fields of health, ranging from preventative screening to management of chronic diseases [9,[26][27][28]. Over the last decade, a growing number of these studies have measured the efficiency and effectiveness of serious health education games using randomized trials of patients and clinicians [29][30][31][32][33][34][35]. ...
Background:
Serious educational games have shown effectiveness in improving various health outcomes. Previous reviews of health education games have focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in health game studies, a scoping review of health education games is needed to provide an updated overview of various aspects of such serious games.
Objective:
This study aimed to conduct a scoping review of the design and evaluation of serious educational games for health targeting health care providers, patients, and public (health) users.
Methods:
We identified 2313 studies using a unique combination of keywords in the PubMed and ScienceDirect databases. A total of 161 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (1917 based on title and abstract and 180 after reviewing the full text). The results were stratified based on games targeting health care providers, patients, and public users.
Results:
Most health education games were developed and evaluated in America (82/161, 50.9%) and Europe (64/161, 39.8%), with a considerable number of studies published after 2012. We discovered 58.4% (94/161) of studies aiming to improve knowledge learning and 41.6% (67/161) to enhance skill development. The studies targeted various categories of end users: health care providers (42/161, 26.1%), patients (38/161, 23.6%), public users (75/161, 46.6%), and a mix of users (6/161, 3.7%). Among games targeting patients, only 13% (6/44) targeted a specific disease, whereas a growing majority targeted lifestyle behaviors, social interactions, cognition, and generic health issues (eg, safety and nutrition). Among 101 studies reporting gameplay specifications, the most common gameplay duration was 30 to 45 min. Of the 61 studies reporting game repetition, only 14% (9/61) of the games allowed the users to play the game with unlimited repetitions. From 32 studies that measured follow-up duration after the game intervention, only 1 study reported a 2-year postintervention follow-up. More than 57.7% (93/161) of the games did not have a multidisciplinary team to design, develop, or assess the game.
Conclusions:
Serious games are increasingly used for health education targeting a variety of end users. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. The results showed a promising trend in diversifying the application of health education games that go beyond a specific medical condition. However, our findings indicate the need for health education game development and adoption in developing countries and the need to focus on multidisciplinary teamwork in designing effective health education games. Furthermore, future health games should expand the duration and repetition of games and increase the length of the follow-up assessments to provide evidence on long-term effectiveness.
... User acceptance is key to the successful impact of educational serious games. Previous studies have assessed various user acceptance challenges of educational games [8,9]. These studies revealed that a wide range of users, including health care providers and medical students, accept serious games as a substantial and useful educational technique [10,11]. ...
... Serious games are increasingly recommended as effective techniques to improve health education [23][24][25]. Multiple studies have assessed educational serious games in different fields of health, ranging from preventative screening to management of chronic diseases [9,[26][27][28]. Over the last decade, a growing number of these studies have measured the efficiency and effectiveness of serious health education games using randomized trials of patients and clinicians [29][30][31][32][33][34][35]. ...
BACKGROUND
Serious educational games have shown effectiveness in improving various outcomes in the health domain. Educational health games provide a risk-free environment to practice and learn high-stake tasks and experience unpredictable outcomes for various end users ranging from patients to clinical providers. Past reviews of health education games have often focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in educational health game studies, an updated overarching scoping review of health education games was needed to provide insight on various aspects of the recent developments of such serious games.
OBJECTIVE
Conduct a comprehensive scoping review on the design and evaluation of serious educational games for health.
METHODS
We followed the York framework for this review, and conducted the following steps: identifying the research question, finding the relevant studies, defining the search strategy, and collating information extracted from the studies to generate our results. We identified 1726 studies using a unique combination of keywords against PubMed and Science Direct databases. Total of 93 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (n=1420 based on title and abstract, and n=158 after reviewing the full text). We categorized the data extracted from these articles into general, design, and evaluation variables.
RESULTS
Majority of the health education games was developed and evaluated in developed countries of North America (~52%) and Europe (38%) with a surge of studies published since 2012. We discovered 62.4% of studies aiming to improve knowledge learning and 37.6% to enhance skill development. The reviewed studies targeted various categories of end users such as healthcare providers and managers (23.5%), patients (75.2%), and a mix of others. Only ~24% of the games were targeting a specific medical condition while a growing majority is targeting lifestyle behaviors and generic health issues (e.g. safety, nutrition). Among 51 studies reporting gameplay specifications, the most common gameplay duration was 15 to 30 minutes. Of the 28 studies reporting game repetition, only ~10% of the games allowed the users to play the game with unlimited repetitions. From 20 studies that measured follow-up duration after the game intervention, only one study reported a 2-year post-intervention follow up.
CONCLUSIONS
Serious games are increasingly used for health education. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. Our findings indicate the need for health education game development and adoption in developing countries, focusing on multi-disciplinary team work in designing effective health education games, and further developing health games targeting general health topics that go beyond a specific medical condition.
... Games offer opportunities for social interaction through group or online play (Hausknecht, Schell, Zhang, & Kaufman, 2015;Kaufman & Sauvé, 2010;Schell, Hausknecht, Zhang, & Kaufman, 2016). Playing digital games can promote positive health outcomes associated with alleviating depression, feelings of loneliness, and isolation (Kahlbaugh, Sperandio, Carlson, & Hauselt, 2011;Li, Theng, & Foo, 2014;Wollersheim et al., 2010). ...
... Digital games can facilitate learning (Garris, Ahlers, & Driskell, 2002;Green & Bavelier, 2008). They can also support learning through a variety of motivational features, such as content-based challenges and graduated levels of practice (Kaufman & Sauvé, 2010;Nap et al., 2015). A meta-analysis by Wouters, van Nimwegen, van Oostendorp, and van der Spek (2013) found that digital games were more effective for learning and retention than were conventional instruction methods, particularly when supported by other instruction methods, multiple sessions, and group work. ...
Background. Empirical evidence suggests that digital gameplay can enhance social interaction and improve cognition for older adults. However, if digital games are to be effectively used as interventions to address age-related challenges, it is important to explore older adults’ experiences in playing them.
Aim. The purpose of this survey design study was to identify digital gameplay patterns, perceived socio-emotional and cognitive benefits, and difficulties encountered in the gameplay experiences of older adults.
Method. Adults aged 55 or older, recruited from seniors’ centers and local shopping malls in a Canadian city, responded to a printed, mainly closed-ended questionnaire.
Results. 463 respondents reported that they actively play digital games. Most played alone rather than with others, and most rated themselves as intermediate or expert players. Players self-reported cognitive benefits but few socio-emotional benefits and few difficulties.
Conclusions. The results of this study show promise for the use of digital games to provide innovative and engaging activities for enhancing older adults’ aging processes. Significant associations were found between player skill level and reported benefits.
Recommendations. To perceive these benefits, older adults need to play frequently enough to develop beyond a beginner level. Education, facilitation, and support may be needed to encourage older adults to realize socio-emotional benefits from digital gameplay.
... Эти исследования включают анализ проблем использования виртуальной среды и моделирования в подготовке учителей [9], моделирования обучения в высшем образовании: метаанализ [11], вопросы совершенствования методов преподавания управления проектами на основе отзывов студентов бакалавриата [1], влияния фокуса области контента на эффективность веб-симуляции [2], изучение проблем образовательных игровых процессов и среды моделирования [5], моделирования как метод обучения в классе [10] и др. ...
The use of simulation technologies in the learning process has a positive effect on the learning and teaching process, increases the effectiveness of the applied aspects of the educational aspect. The use of simulation technologies in training contributes to the successful management of the educational process. Future teachers can also test their theoretical knowledge on topics through modeling, experimentally, in virtual classrooms. Testing practical skills on topics facilitates their understanding, helps to achieve results that are more effective.
... Active learning enables students with 21 st century skills such as learning and innovation skills, media and technology proficiency and lifelong learning capacity (Soranastaporn et al., 2017). Several meta-studies have pointed to the effectiveness of games for cognitive, affective, and psychomotor learning (Sauvé, 2010). There is currently sustained interest in the field of playful learning, However, evaluation of curriculums integrating game-based learning (GBL) has proved challenging owing to the wide range of technical, material, and human components that intervene in playful learning. ...
This study presents the development and implementation of a qualitative observation tool for in-class observation of courses employing game-based learning (GBL), and playful learning situations. The design of the observation model exploits a literature review of classroom observation models, of cognitive psychology motivation scales, and of GBL evaluation models. It integrates relevant elements from these domains to offer an observation model for GBL implementation. In this model, in-class observations are coded and analysed for GBL effectiveness and potential to support intrinsic motivation in students. The model was then used in two courses using different forms of GBL (one digital cooperative multiplayer game, one analog board game). Observations were coded using NVivo and distributed according to type of motivation and type of motivated learning tasks. Due to Covid19 restrictions and the difficulties of finding in-person classes, only two courses were examined using the model. The model appeared efficient in both observational situations, and the coding confirmed previous studies to the potential of GBL to sustain students’ intrinsic motivation. The observations also showed that preparedness of students to the specific contents of the game reduced risk of amotivation and disengagement in students. The study allows us to reflect on best practices for GBL implementation and evaluation and how better understanding of in-class interactions during playful learning could enable educators and teachers to make better informed choices to implementing GBL. While there are many templates for classroom observation and GBL evaluation, there is a lack of dedicated observation models, that offer clear guidelines for qualitative data gathering in live, in-person classroom situations. This study aims at providing a specific tool to that purpose.
... Lastly, we ensured that essential motivational factors of the game play are included in the PLS game. [48][49][50][51][52][53] We used the results of the alpha testing (i.e., usability testing) to identify potential challenges in motivating medical residents to interact with PLS. We found that various game elements of PLS can be used to motivate medical residents both intrinsically and extrinsically. ...
Objective: Postpartum hemorrhage (PPH) is a leading cause of maternal mortality. Surgical interventions, such as uterine artery ligation and utero-ovarian arteries ligation (UAL and UOAL), are considered as effective methods to control PPH. Owing to PPH's severe outcomes, various educational tools have been developed to train surgical residents. A potential educational medium for this purpose could be serious digital games. In this pilot study, we assessed the usability and effectiveness of a serious game to promote the surgical skills of UAL/UOAL among obstetrics and gynecology (OB/GYN) residents. Methods: We designed and developed the Play and Learn for Surgeons (PLS) game to train OB/GYN residents. We assessed and compared the usability challenges of PLS before and after revising the game. To assess the effectiveness of PLS, residents were allocated randomly in control and intervention groups. Surgical skills of the residents were assessed pre- and post-test using the Objective Structured Assessment of Technical Skills checklist. Setting: This pilot study took place at the OB/GYN wards of Omolbanin Hospital (Mashhad University of Medical Sciences) and Imam Ali Hospital (Zahedan University of Medical Sciences) in Iran. Participants: Thirteen subject matter experts (nine OB/GYN experts and four senior clinical assistants) participated in the user interface design and usability assessment of PLS. Total of 46 OB/GYN residents participated in the educational effectiveness analysis of PLS. All participants were female with mean ages of 40.6, 29.9 and 28.0 years for OB/GYN experts, assistants, and residents, accordingly. Results: All participants completed the study. PLS significantly improved the skills of residents for UAL (P-value = 0.018) and UOAL (P-value <0.001) procedures. Conclusion: Serious games can be an effective and affordable approach in training OB/GYN residents for UAL and UOAL procedures. Approval number: (# IR.MUMS.fm.REC.1396.345) Trial registration number: (# IRCT2017092436366N1).
... In addition to enabling students to develop experience in expensive and rare situations, simulations using technology can provide a way to relieve pressure on resources. For example, the forensic science students can makes use of simulated crime scenes in the 'Forensic House' on the main campus, however the physical constraints mean that only a handful of students can be in the space at the same time and the time to 'reset' the simulation between students is quite high (Kaufman, 2010). ...
... In addition to enabling students to develop experience in expensive and rare situations, simulations using technology can provide a way to relieve pressure on resources. For example, the forensic science students can makes use of simulated crime scenes in the 'Forensic House' on the main campus, however the physical constraints mean that only a handful of students can be in the space at the same time and the time to 'reset' the simulation between students is quite high (Kaufman, 2010). ...
... Mixed reality (a blend of XR, AR, and VR) enables simulacra and can insert them into this virtual space. These mixed reality simulacra I will refer to as virtual learning environments (VLEs), which are a derivative of serious game researcher David Kaufman's gameworlds (Kaufman & Sauvé, 2010). A VLE is simply a fantasy world designed for learning, which is a subset of the idea of gameworlds, as alternate realities. ...
... Το ψηφιακό παιχνίδι περιγράφεται ως μία διασκεδαστική κατάσταση, για τη δημιουργία της οποίας χρησιμοποιούνται ηλεκτρονικά μέσα, όπου ακολουθούνται κανόνες και υπάρχουν σενάρια, με σκοπό να καθοδηγήσουν τον παίκτη στην επίτευξη κάποιου σκοπού (Sauvé, Renaud, & Kaufman, 2010). Αυτό που προστίθεται στα ΨΕΠ είναι, όπως άλλωστε προκύπτει από τον όρο, η εκπαιδευτική διάσταση. ...
Ο ηλεκτρισμός, ως διδακτικό αντικείμενο, δυσκολεύει ιδιαίτερα τους μαθητές του δημοτικού. Από την άλλη πλευρά, τα ψηφιακά εκπαιδευτικά παιχνίδια θεωρούνται αποτελεσματικά διδακτικά εργαλεία. Για να ελεγχθεί η αποτελεσματικότητά τους σε σχέση με τον ηλεκτρισμό, πραγματοποιήθηκε σειρά εκπαιδευτικών παρεμβάσεων, που αποσκοπούσε, κυρίως, στην απόκτηση δηλωτικών γνώσεων. Ομάδα στόχος ήταν 59 μαθητές της Ε΄ τάξης του δημοτικού, χωρισμένων σε τρεις ομάδες. Η πρώτη διδάχθηκε χρησιμοποιώντας έντυπο υλικό, η δεύτερη χρησιμοποίησε προσομοιώσεις και η τρίτη ψηφιακά εκπαιδευτικά παιχνίδια. Δεδομένα συλλέχθηκαν με τη χρήση φύλλων αξιολόγησης και ενός σύντομου ερωτηματολογίου. Η ανάλυσή τους έδειξε ότι η τρίτη ομάδα ξεπέρασε τους μαθητές των άλλων ομάδων, αναπτύσσοντας μια στέρεη βάση δηλωτικών γνώσεων σχετικά με τον ηλεκτρισμό. Σημαντικές διαφορές εντοπίστηκαν επίσης στη διασκέδαση και στην παροχή κινήτρων για μάθηση.
... Σν ςεθηαθφ παηρλίδη νξίδεηαη σο κία δηαζθεδαζηηθή θαηάζηαζε φπνπ γηα ηε δεκηνπξγία ηεο ρξεζηκνπνηνχληαη ειεθηξνληθά κέζα, θαηά ηελ νπνία αθνινπζνχληαη θαλφλεο θαη ππάξρνπλ ζελάξηα πνπ θαζνδεγνχλ ηνλ παίθηε γηα λα επηηχρεη έλαλ ζπγθεθξηκέλν ζθνπφ (Sauvé, Renaud, &Kaufman, 2010). ηαλ ν ρξήζηεο θηάζεη ζηνλ ζηφρν ηνπ, ππάξρνπλ επηβξαβεχζεηο, νη νπνίεο ζπλήζσο δίλνληαη κε ηε κνξθή ζθνξ. ...
Η εργασία παρουσιάζει τα αποτελέσματα από τη χρήση εκπαιδευτικού παιχνιδιού για τη διδασκαλία της τοπικής Ιστορίας σε μαθητές της Στ' τάξης του δημοτικού. Το γνωστικό αντικείμενο αφορούσε τη ναυμαχία της Ναυπάκτου. Στην έρευνα συμμετείχαν 30 μαθητές οι οποίοι διδάχθηκαν τρεις ενότητες του ίδιου αντικειμένου με τρεις διαφορετικές μεθόδους (με το παιχνίδι, με πρόγραμμα παρουσιάσεων και με έντυπο υλικό). Η διδασκαλία της κάθε ενότητας διήρκησε τρία διδακτικά δίωρα. Δεδομένα συλλέχθηκαν με φύλλα αξιολόγησης, ενώ στη μέθοδο που χρησιμοποιήθηκε το παιχνίδι χορηγήθηκε ερωτηματολόγιο για την καταγραφή των εντυπώσεων των μαθητών. Τα αποτελέσματα έδειξαν ότι η χρήση του εκπαιδευτικού παιχνιδιού μπορεί να φέρει ικανοποιητικά μαθησιακά αποτελέσματα σε σύγκριση με το έντυπο υλικό. Ωστόσο, η καλύτερη μέθοδος φάνηκε να είναι αυτή όπου το γνωστικό υλικό παρουσιάστηκε μέσω προγράμματος παρουσίασης. Τα αποτελέσματα οδηγούν στην ανάγκη περαιτέρω διερεύνησης του θέματος.
... Speech therapy games could help children practice at home and expedite their recovery (Rubin, 2017). Games have the potential to turn repetition, such as repeating words in speech therapy, into an element that is recognized as useful for progress in the game (Kaufman, 2010). Literature had shown that games are an effective educational intervention and medium to convey and support feelings of self-efficacy due to the immersive and pervasive virtual environment and that it had been shown to work effectively as educational interventions (Gee, 2005). ...
Therapy can be costly, time-consuming, repetitive, and difficult. Games have the power to teach transferable skills, can turn repetitive tasks into engaging mechanics, have been proven to be effective at delivering various forms of therapy, and can be deployed at large scales. Therapy games represent fertile ground for connected learning. In this work, we collaborate with 7 children with corrected cleft palate aged 2-10 and their parents during their yearly visit to UC Davis Medical center to co-create and evaluate SpokeIt, a speech therapy game. Each of these children come from low socioeconomic statuses with limited access to speech therapy and would benefit from the amplified opportunities of new media in connected learning. Throughout the study, we ran multiple cascading participatory design sessions using design principles of connected learning, which culminated in the design of two new medium-fidelity prototypes presented in this paper.
... Since the 1950s, when Monopologs, a logistic game, and The Top Management Decision Simulation were created (Avedon and Sutton-Smith, 1971) lots of games and simulations have been developed to players experiencing and acting as an executive and a decision maker. Although the debate in education fields was not conclusive about game and simulation effectiveness as learning tools (Steinkuehler and Squire, 2014), previous research has showed their benefits supporting productive and useful results in students learning (Sauvé, Renaud and Kaufman, 2010;Bell and Loon, 2015;Zulfiqar et al., 2018). ...
In my research, I will answer in what ways design cognitive acts (such as framing, analogical reasoning, abductive reasoning, and mental simulation) in a game-based learning context, can support developing competence in entrepreneurship education. These cognitive acts will be required in an experiential learning intervention comprising three interrelated stages: play, design and make. In the first stage, the students will play a board game designed to provide an introductory experience in entrepreneurship. Through this gameplay experience, they will learn about game mechanics and market rules to work on them in the next stage. At the same time, the students will develop critical skills for entrepreneurs, such as systems thinking and problem-solving. In the second stage, the students will be invited to redesign the game played. The students will reframe the original game applying different perspectives not addressed on it and using analogical reasoning to identify the mechanisms and elements from the real market to use and adapt in their design. Finally, during the make stage, the students will present their game prototype (including a company logo, a box, etc.) and a feasible business plan to produce and sell their redesigned games. For this last step, they will use abductive reasoning to analyze the board-game market and even develop a new business model, and the mental simulation to validate the design and business solutions. I will evaluate different models (e.g., reflective essay, online diary, final report) to assess the competencies developed by the proposed intervention. I will conduct my research in freshman context grounded in Design-Based Research (DBR) methodology. This method is based on cycles of iterations (with instructors and students) and reflective analysis and data collection. The first iteration will start as tutorial session as a way to complement the lecture in collaboration with an instructor or professor. During this time, I will collaborate with the instructor to plan the second iteration. The second iteration will have a classroom implementation. I will collect data through observations, interviews, video/audio recordings, and student assignments.
... Το γεγονός ότι λειτούργησε καλά, ίσως να οδήγησε στην ενεργή συμμετοχή των μαθητών στη μαθησιακή διαδικασία, στον πειραματισμό και στην κοινή προσπάθεια για την επίτευξη του καλύτερου δυνατού αποτελέσματος (Tolmie et al., 2010;Καραγιάννη, 2002). Ότι τα ψηφιακά παιχνίδια προσφέρουν ένα γόνιμο έδαφος ανταλλαγής πληροφοριών και ιδεών, ανάπτυξης συνεργατικών δραστηριοτήτων και ότι ενθαρρύνουν την κοινωνική μάθηση έχει επισημανθεί και στο παρελθόν (ενδεικτικά, Mitchell & Savill-Smith, 2004;Sauvé, Renaud & Kaufman, 2010). Η αυξημένη αυτενέργεια και αυτονομία είναι κι αυτοί παράγοντες που λειτουργούν παράλληλα με τη συνεργασία των μαθητών, όταν παίζουν εκπαιδευτικά παιχνίδια (Αυγητίδου, 2001;Φωκίδης, 2017;Prensky, 2001a). ...
Σκοπός της εργασίας είναι να διερευνήσει κατά πόσο τα ψηφιακά παιχνίδια μπορούν να συμβάλουν στη διδασκαλία της Αγγλικής γλώσσας σε μαθητές του δημοτικού. Για το σκοπό αυτό διεξήχθη έρευνα σε τρία τμήματα της Ε΄ τάξης Δημοτικών σχολείων της Ρόδου (20 μαθητές το καθένα). Η πρώτη ομάδα διδάχθηκε συμβατικά, στη δεύτερη δόθηκε έμφαση στη συνεργατική μάθηση και η τρίτη διδάχθηκε αποκλειστικά μέσω ψηφιακών παιχνιδιών. Συλλογή δεδομένων έγινε με τη χρήση φύλλων αξιολόγησης και ενός ερωτηματολογίου για την αποτύπωση των εντυπώσεων που αποκόμισαν οι μαθητές από τα παιχνίδια. Η ανάλυση των δεδομένων έδειξε ότι τα μαθησιακά αποτελέσματα από τη χρήση ψηφιακών παιχνιδιών είναι τα ίδια συγκριτικά με τις άλλες μεθόδους. Επίσης, η στάση των μαθητών απέναντί τους ήταν ιδιαίτερα θετική. Τα αποτελέσματα οδηγούν στην ανάγκη διερεύνησης τρόπων με τους οποίους τα ψηφιακά παιχνίδια θα μπορούσαν να ενταχθούν ακόμα πιο αποτελεσματικά στη διδασκαλία της Αγγλικής γλώσσας.
... A considerable amount of literature has been published on digital games, and a number of researchers have sought to define the key concepts and essential elements (2,3). There are five attributes encapsulating the concept of educational games: player or players, conflicts, rules, predetermined goal of the game, artificial nature of games (4), and since the focus of this review study is on educational games, the pedagogical nature of the game provides a sixth attribute. ...
Introduction: Game-based education is fast becoming a key instrument in medical education.
Method: In this study, papers related to games were filtered and limited to full-text peer-reviewed published in English.
Results: To the best of researchers’ knowledge, the concepts used in the literature are varied and distinct, and the literature is not conclusive on the definition of educational games for medical education.
Conclusion: This paper attempts to classify terms, concepts and definitions common to gamification in medical education.
... It can help people understand and know how to handle and face the incident without having experienced a real incident. Ref [4] argue that learning will be achieved by efficiency gains time and distance, and what the users get is the core of the simulator experience provided. ...
The needs for traveling is increasing every year. Especially for aircraft transportation users, that are increasingly in demand because it is efficient in terms of time, terrain, and mileage. Additionally, an aircraft transport are currently categorized as the most advanced means of transportation. However aircraft transport still has the risk of accidents like other transportations. The availability of facilities for the safety of airline passengers is an obligation that must be provided by the airlines. However the efforts made to disseminate to the public is still lacking. This paper focuses on study to solve the problem and create a useful product in creative fields such as simulation games. The aim of this study is to design a medium that gives knowledge about aviation passenger safety so that in the situation of an accident, passengers could understand what to do in order to survive. To answer the problem, the required data through observation method on the object of research, library research, interview with relevant sources and distributing questionnaires to the respondents who represent the target audience are conducted. Then the appropriate media is designed based on the data obtained. Media generated from this study is an application simulation game about the aviation passenger safety that operate via smartphone. Hopefully, it will be able to reduce aircraft accident victims, as well as providing information necessary for passenger aircraft to prepare for their flight.
... McCall [6] indicó que la función de los simuladores es representar un modelo dinámico para uno o varios aspectos del mundo real. En otras palabras, se entiende que las simulaciones son versiones simplificadas de situaciones complejas del mundo real [7,8]. ...
Resumen— El uso y desarrollo de simuladores en el ámbito educativo se ha visto mejorado con la constante evolución de la tecnología, en específico el de las computadoras, lo que ha posibilitado la creación de simulaciones más complejos en entornos virtuales. Dada la importancia de las habilidades digitales en el contexto actual, simular un entorno en el que se pongan en práctica estas habilidades supone un paso clave para reducir la brecha digital entre docentes y estudiantes. El presente trabajo realiza un análisis DAFO del Simulador de habilidades informáticas desarrollado como parte del proyecto " Diagnóstico de la integración de computadoras MX en las prácticas docentes del Estado de Sonora " cuyo principal objetivo abarcaba la realización un diagnóstico de la integración de computadoras MX en las prácticas pedagógicas de los docentes de educación primaria del Estado de Sonora (México). Como resultado del análisis, se presenta una propuesta de mejora del simulador a través de un diagrama de proceso de negocio que sigue el Modelo y Notación de Procesos de Negocio. Palabras clave—simulador; habilidades informáticas; software educativo; DAFO
... Then, assessing what has been learnt during the game can be based, for example, on the quality of the exer- cise's realization, adaptation to the prescribed rules, educational achievement, or even group complementarity. Here too, the introduction of a formal and thorough debrief- ing, which may promote the transfer of acquired role-play skills, has, therefore, a fundamental role (Crookall, 2010;Kaufman & Sauvé, 2010). Furthermore, by allow- ing the participant to play a character substantially different from his own nature, the risk of acting evasively due to fear of being judged or reacting improperly, or the need to conform to social norms or to the perceived expectations of the instructor, is reduced (Mauriras-Bousquet, 1984). ...
Background. Several authors from different fields have already mentioned the educational potential of role-playing games (RPG). As tabletop role-playing games (TRPG) present some similarities with small adult groups in learning and personal development situations, what about their transformative potential?
Aim. The purpose of this article is to describe the tabletop role-playing game’s emerging context, a few of its specificities and functions, to show links with several education, play and game, and personal development theories, and to raise awareness about its transformative potential.
Methods. Three complementary approaches were used: a literature review (academics and role-players), action-researches through a transformative role-playing game (“TF-RPG” – a TRPG plus a debriefing), and data cross-analysis.
Results. Participants are involved in the TF-RPG through four levels of reality, namely the character, player, person, and human being, which can be associated with four dimensions of learning: knowing, doing, being, and relating. The unveiling of links between the TF-RPG experience and their personal journey offers the participants various ways of learning and paths towards personal development.
Conclusion. TRPGs are particularly effective to foster knowledge acquisition, develop role-play skills, strengthen team building, encourage collaborative creativity, and explore one’s personal development.
... In line with the thoughts of Vygotsky (1978;1982;), El'konin (1978, Leont'ev (1981;1983), etc., play can be characterized as a specific mode of human activity, defined by determinants that form the activity format of play: rules, degrees of freedom, and intense involvement and experience (Van Oers, 2013). As can be observed in meaningful activities for older children and adults, the activity format of play can be used for all age groups (Aldrich, 2009;DeRose, 2009;McFeetors & Mason, 2009;Kaufman & Sauve, 2009;Piu & Fegola, 2010). The authors of this article used the format of play to develop the concept of music composition activities (Hogenes, Van Oers, & Diekstra, 2012). ...
... Also, in our opinion, there are sufficient epistemological similarities between simulated and real-life experimentation to support the genuine knowledge-generating potential of simulations (Winsberg 2010). On both accounts, much of the literature on the use of games and computer-based simulations in higher education agrees that there is genuine merit in the virtuality offered by simulations (Aldrich 2009, Clement and Rea-Ramirez 2008, Gibson and Baek 2009, Hertel and Millis 2002, Buskirk 1976, Kaufman and Sauve 2010, Prensky 2001. ...
This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that ethics education based on broadly accepted standards of social accountability (SA8000, GRI, ISO 26000, SOX 404) should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research.
... Each genre, and in detail even each game, typically involves a unique style of play: Action games, for example, involve action/reaction cycles demanding short reaction times and highly developed hand-eye coordination, whereas adventure games demand increased problem solving skills. Players actively use the demanded skills and hence train these skills due to repetition [Sa10] or due to the gain of experience caused by an increasing difficulty level. These "gaming" skills are not restricted to computer game environments. ...
Hemşirelik eğitiminde simülasyon oyunlarının aktif öğrenme ortamlarının oluşturulmasında kullanımı giderek artan bir yaklaşım olarak ortaya çıkmaktadır. Simülasyon oyunları öğrencilerin öğrenmeye motive olmasında, öğrenilen bilginin içselleştirilmesi ve uygulamaya aktarılmasında, eğitim müfredatına bağlı stresin yönetilmesinde olumlu etki oluşturmaktadır. Özellikle hemşirelik gibi disiplinler arası uyumlu çalışma gerekliliği bulunan mesleklerde ekip çalışması ve iş birliği, klinik karar verme, düşünme becerilerinin kazanılmasında da simülasyon oyunlarının yarar sağlayacağı vurgulanmaktadır. Bununla birlikte ders içeriğine uygun simülasyon oyunlarının tasarlanması, hemşire eğitimcilerin simülasyon oyunlarının tasarlanma aşamasında yer almaması, simülasyon oyunlarının eğitimde etkin kullanılmasına yönelik kanıtlara gereksinimin olması ve eğitim müfredatında simülasyon oyunlarının etkili olarak entegre edilememesi simülasyon oyunlarının öğrenme ortamlarında tercih edilmesine engel oluşturmaktadır. Bu derlemede simülasyon oyununun tasarım özellikleri ve hemşirelik eğitiminde kullanılan oyunlardan örnekler sunularak, hemşirelik eğitiminde simülasyon oyunları kullanımının yararlarının ve zorluklarının açıklanması amaçlanmıştır.
This study aimed to explore the importance of virtual platforms in developing the level of entrepreneurship education and training among university students. UNISIM in its various versions, considered one of the modern platforms in the field and the most effective, as it provides a virtual environment for real business word and provides a set of tools that enable the establishment of a virtual business enterprise and dealing with the real functions of the enterprise. Studies have shown that the virtual platform has a significant impact on the development of many entrepreneurial skills for students, such as self-confidence, critical and strategic thinking.
Intrinsic and extrinsic motivation in faculty development creates several reasons to address participation in a program. While the former depends on voluntary participation which is a prominent type for recruiting faculty members for faculty development, the latter is the result of certification and promotion purposes. Intrinsic motivation is easy to address since the faculty members address their own development needs; extrinsic motivation, however, tends to yield a lower bar for development and lower priority for faculty development before teaching and scholarly obligations. Gamification of faculty development is an appropriate strategy to increase both intrinsic motivations through techniques like cultivating and extrinsic motivation by providing an environment to showcase abilities, skills, and accomplishments. However, gamification in the scope of faculty development requires some directions. Therefore, the purpose of this chapter is to define how to harness gamification for faculty development while describing five ways fine-tuned for faculty development.
Information technologies play an important role in designing new ways of teaching, and, at the same time, the globalization of the business world affects the quality of human capital that the corporate sector requires. Apart from theoretical business understanding, multidisciplinary knowledge is also needed. Business simulation games belong among suitable educational tools, which are able to respond to contemporary business requirements and the requirements of students. Business simulation games provide a useful tool for experiential learning by university students studying business programs. For the effective development of students’ competencies in economic and managerial fields of study, it is necessary to apply appropriate steps in the implementation of simulation games and to understand the experience of students in the use of games in the teaching process. For that purpose, best practice for business simulation games has been determined. This introduced best practice includes description of the benefits from realized simulation games, from the lecturer point of view. A realized survey focused on the main benefits considered by students who completed the subject Managerial Simulation Game. The students’ approach to the implemented simulation games was gradually monitored over the course of five academic years. Research samples contain 148 students from the first year of a master’s study program. Our survey showed that the subject is more beneficial for students for their further study than for their future professions. At the same time, the vast majority of students perceive simulation games as a useful and interesting way to verify the dependencies between economic variables. To strengthen analytical skills, it is necessary to introduce tasks that support working with economic data through simulation games. The novelty of the paper consists of mapping the benefits from the implemented simulation games for the student’s own person, categorizing the identified benefits into six groups with the same characteristics, and, at the same time, implementing the research for students attending private and public schools.
Nursing education puts theory into practice. Patient safety is indispensable in nursing education. During clinical practice, nursing students make medication errors and have difficulty deciding on what interventions to perform in unusual situations and communicating with patients or other healthcare professionals. All these problems put patient safety at risk. However, “First, do no harm” is a fundamental human right and an ethical principle, which nurses should always consider when they perform interventions. Nursing students can help develop a culture of patient safety through experience in line with their knowledge, skills, and affective goals. Clinical settings can be equipped with real-life laboratories, mannequins, etc. Virtual reality simulations show nursing students what it is like to be in a real-world clinical setting and what problems and risks they may encounter there, and thus, helps them develop skills, build confidence, and prepare for clinical practice. This section addressed the effect of virtual reality simulations on skill development and patient safety in nursing education.
Bilişsel, duyuşsal ve psikomotor öğrenme çıktılarını kapsayan hemşirelik eğitiminde öğrencinin gerekli bilgi, beceri ve tutumu kazanarak, uygulama alanlarında bilgilerini davranışa dönüştürmesi, karşılaştığı problemlerin çözümünde var olan bilgisini yorumlaması ve farklı çözüm yolları üretebilmesi hedeflenmektedir. Günümüzde gelişen bilim ve teknoloji olanakları nedeniyle “dijital yerliler” olarak adlandırılan yeni nesil öğrenenlerin dikkatini çekmek, öğrenme ihtiyaçlarını karşılamak ve birbirleriyle etkileşimlerini desteklemek için yaratıcı öğretim yöntemlerinin kullanılması gerekmektedir. Geçmişten günümüze simülasyonun değişik formlarının yer aldığı hemşirelik eğitiminde simülasyon oyunlarının günümüz eğitim alanlarında daha çok yer bulacağına inanılmaktadır. Bu derlemede simülasyon oyunlarının hemşirelik eğitimindeki kullanımını değerlendirmek ve David Stanley (2011) tarafından geliştirilen “Klinik” isimli simülasyon oyununu tanıtmak amaçlanmaktadır.
The Covid-19 pandemic has become a major disruption to colleges and universities around the world with most institutions moving to online-only instruction. As a result, the use of controlled environments to deliver hands-on experiences in typical MIS curriculum courses, such as programming, database management, network administration, information security, and web design was no longer available. This paper discusses a variety of simulated environments where students get hands-on experiences to replace the traditional learning environment in a classroom or computer lab setting.
This text presents a brief literature review on technologies and web-based tools for faculty development. It investigates what resources are available to higher education (HE) teachers to support online professional development (OPD) activities based on feedback, collegial discussion, collaborative reflection or teaching observation. From recent studies we note
that collective reflection is effective when technologies are acted and used as a medium for collaborative professional learning, appropriately choosing and aligning technology with education purposes and teachers’ developmental needs, acknowledging the interrelations among technology, content and pedagogy. The paper provides a better understanding of the limits and potential of different technologies and how programmes of online faculty development can be designed to promote dialogical collaborative thinking
Educational games are effective pedagogical tools capable of enhancing teaching. A number of organizations and journals have been promoting teaching with games and publishing educational game articles for decades. However, many instructors have never used a game in teaching, and studies show that the lack of information about games is part of the reason. To help instructors find games compatible with their course content and preferences, we present a searchable spreadsheet that samples peer‐reviewed game articles in the field of decision science. We also share our experiences in choosing and using games to address some common concerns instructors might have before adopting a game. As a result, we hope that more instructors will consider using games for instructional purposes in the future.
In recent years, game-based learning and gamification have increasingly been used within flipped classroom approaches. Many research showed that both approaches were efficient in conjunction in an active learning perspective. However, we observe that few games have been designed with use in the flipped classroom in mind, and there is therefore potential to improve the flipped classroom experience by approaching the development and integration of games with a more holistic and adaptive experience in mind. For that purpose, a focus group of educators was assembled for a pilot project and their educational practices, objectives and gaming experience analyzed. Following this investigation, co-constructed game design choices were made to try and develop a game that could support a variety of subjects and learning experience in the FC. Although the focus group answers showed that a fully adaptive gaming experience needed, for reasons of flexibility, to lean towards a gamified platform, the final design solution can have the potential to support fully the flipped classroom experience for any subject or class desired.
Some researches in education science develop educative games on mobile devices for letting elementary school students play outdoor to learn geographic facts, concepts, and patterns. The challenge is about improving their geographic literacy and fluency, or ‘geoliteracy’, and their map-reading competencies, called cartology, before adolescence. There a critical stumbling ‘threshold’ can impede their geospatial cognitive development, which result in a majority of adults being not geographically literate neither efficient, in real-life context, for reading and using maps. Designing a mobile educative serious game implies applying conceptual and pragmatic methods for both learning and teaching geospatial competencies accordingly to school curriculum. The theoretical framework presented links maps to cartographical semiology, the children’s cognitive development stages for geospatial representation, and an experiential learning cycle model. The latter sequentially supports three main cartographic processes of map-making: reflexive visualization, and map-reading, which sustain any geographical reasoning. The mobile game proposed combines components of increasing complexity where the map plays the main role in the course of different activities: scenarios of typical “rounds” and rules of the game within local terrain; types of geometrical and geospatial trajectories to trace and follow while playing; and specific themes relevant to school subjects. Thus, geographical discussions stop worrying about where, to worry about the reason of situations and the occurrence of phenomena.
A lack of intrinsic motivation to practice speech is attributed to tedious and repetitive speech curriculums, but mobile games have been widely recognized as a valid motivator for jaded individuals. SpokeIt is an interactive storybook style speech therapy game that intends to turn practicing speech into a motivating and productive experience for individuals with speech impairments as well as provide speech therapists an important diagnostic tool. In this paper, I discuss the novel intellectual contributions SpokeIt can provide such as an offline critical conversational speech recognition system, and the application of therapy curriculums to mobile platforms, I present conducted research, and consider exciting future work and research directions.
Children with speech impairments often find speech curriculums tedious, limiting how often children are motivated to practice. A speech therapy game has the potential to make practice fun, may help facilitate increased time and quality of at-home speech therapy, and lead to improved speech. We explore using conversational real-time speech recognition, game methodologies theorized to improve immersion and flow, and user centered approaches to design an immersive interactive speech therapy solution. Our preliminary user evaluation showed that compared to traditional methods, children were more motivated to practice speech using our system.
Academic Health Centers (AHCs) have been pioneers in their contributions to emergency preparedness in their communities as well as nation-wide. They filled an important role following the September 11, 2001 terrorist attacks by providing emergency preparedness (bioterrorism) competencies for clinicians and academic-based curriculum for healthcare professions (Colleges AoAM. Training future physicians about weapons of mass destruction: report of the expert panel on bioterrorism education for medical students. Washington, DC: AAMC; 2003; Gebbie and Qureshi, Am J Nurs. 2002;102(1):46–51). AHCs housed many of the Centers for Disease Control and Prevention (CDC) funded Centers for Public Health Preparedness (CPHP) to provide for workforce development for public health workers. Another essential service that AHCs provide in disaster preparedness is their expertise in caring for the elderly population. Geriatric centers of excellence, housed in AHCs, provide disaster planners with clinical expertise in geriatric care to assure that this vulnerable population’s needs are considered in community disaster response planning (Warshaw et al. JAMA. 2002;288(18):2313–9). This chapter will explore the role that AHCs have played in the past, their contributions to disaster preparedness today, and why they should continue to partner with the growing infrastructure of emergency preparedness in future disaster preparedness activities contributing to the public health and medical response.
The use and development of simulators in education has been improved with the constant evolution of technology, specifically the computer, which has enabled the creation of more complex simulations in virtual environments. Given the importance of digital skills in the current context, simulate an environment in which implement these skills is a key step in reducing the digital divide between teachers and students. This paper presents a SWOT analysis of an ICT skills simulator developed as part of the project called “Diagnosis of laptop computers integration in teaching practices in the State of Sonora” whose main objective included conducting an assessment of the integration of laptop computers in pedagogical practices of teachers in primary education the State of Sonora (Mexico). As a result of the analysis, a proposal for improvement of the simulator is presented through a business process diagram that follows the Model and Notation Business Process.
Desde mediados de siglo xx, en un contexto de endémica inestabilidad política, el sistema cientíico universitario argentino atravesó por un acentuado proceso de contracción de su autonomía académica. Las universidades estatales fueron intervenidas recurrentemente por los regímenes autoritarios y diezmadas en sus actividades de investigación y docencia. No obstante, con el propósito central de reducir las crecientes situaciones de heteronomía respecto al campo de poder, emergieron en el terreno de las ciencias sociales algunas instituciones que funcionaron como refugio para la autonomía académica y desplegaron como forma de sobrevivencia una estrategia de irradiación hacia el exterior. Desde un enfoque histórico estructural, el presente trabajo centra su lente analítica en torno a dos de los llamados centros académicos independientes que han tenido gran relevancia y trascendencia en Argentina y el Cono Sur: la Facultad Latinoamericana de Ciencias Sociales y el Centro de Estudios de Estado y Sociedad. Se enfatiza la relación/tensión entre la lucha por la autonomía académica de estos centros y las estrategias de internacionalización que desplegaron: instrumentalización de fondos de ayuda externa, reconocimiento disciplinar/profesional desde el exterior y lujo de contactos académicos internacionales.
Starting in the 50s, aiming to empower financial executives, the games have evolved to help in-company teaching. The need to empower employees to carry out their tasks and teaches them about the company’s culture has made several corporate universities adopt this methodology. In this context is presented a serious game in order to allow the sales executive to experiences a financially management of a company. It facilitates learning how to sell using financial techniques in a dynamic way. This sales philosophy is a gap in a globalized world where the high added value solution suppliers can differentiate themselves from the competitors. To provide this result phabrika simulate a corporation where the executive go through different management situations in a controlled environment without businesses risk. The game is based on theoretical concepts of games, simulations and accounting, assuming game evolution and corporate universities history. Throughout the game and its conclusion the participants will be able to learn and improve their sales skills.
This article presents an educational action research study examining how one online, classroom-based role-play simulation offers middle school students the opportunity to strengthen their agency and voice. The Jewish Court of All Time (JCAT) is a web-mediated simulation designed for middle school classrooms where students take on roles of various characters throughout the world, history and literature to address an imaginary court case. JCAT is meant to develop students' skills in writing, critical thinking, perspective-taking, historical empathy and communication, as well as subject literacy in social, historical and cultural contexts. Our research question focuses on how JCAT further encourages and supports the middle school students' agency and voice. We examine how students exercise their agency and voice both in the online environment and in accompanying classroom activities. As an educational action research study, we focus on simulations in which at least one of the authors was a participant, and also pay special attention to how our findings can enhance future simulations. Findings suggest that students constructed knowledge of democratic ideals and were able to exercise their agency and voice specifically, both in the online environment and in accompanying classroom activities.
This article consists of four sections: (1) the problems associated with asthma in the province of Québec and across Canada; (2) the theoretical framework for the learning enhanced by our online educational game entitled Asthme: 1,2,3 ... Respirez! (Asthma: 1,2,3 ... Breath!), created by adapting the popular board game Parcheesi, and intended for students in a senior secondary school health education program (14 to 18 years old); (3) the methods employed, including a description of the educational game, the quasi-experimental research protocol, the sample, the variables being studied, the measurement instruments, the pilot study, the procedures, and the data analysis; and (4) the results of the study and discussion of the results. The results of the paired t-tests showed significant improvements in a variety of cognitive skills after students played the game on laptops in their classrooms for 40-60 minutes. No differences were found between males and females. These results are encouraging for teachers who wish to use educational digital games in their classrooms.
The Massachusetts Institute of Technology Augmented Reality (MITAR) game application
is a “reinvented” serious game that can be classified as a kind of geocaching game in
which one can add augmented reality (AR) objects and information. These games use a Global
Positioning System (GPS) that allows children to explore and search the environment to find
clues or information given by text, audio or video files added to the game. The MITAR serious
game tools allow the teacher to build games with different scenarios for educational purposes.
Following a historical overview of what might be serious with games, this paper discusses the
implications of selected educational scenarios and of the potential of games to enhance learning
in new ways, as tested within the GeoEduc3D research project. Adapting the game to students’
level and abilities, MITAR is particularly useful in geography and history classes as it invites
them to explore their environment and then practice problem solving skills.
In order to facilitate the use of online serious games in schools, a team from the Centre for expertise and research in lifelong learning (SAVIE), under the supervision of professor and researcher Louise Sauvé, focused on developing and experimenting on the Generic Serious Game Shell (GSGS). This is done in order to equip teachers with the ability to easily develop online educational games which are adapted to their pedagogical needs. This paper presents the process and guidelines (pedagogical and technical) that guided the development of GSGS as well as an example of a serious game - Escouade H2O.
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