ICEM21-D3-01_Serious_Game-abraham2021.pdf

A presentation on the adoption of serious game in emergency medicine education

1. Serious Gaming as
Educational Tools
Abraham Wai
Hong Kong, China.

2. Serious Gaming as
Educational Tools
ICEM 2021
Dr Abraham WAI
Emergency Medicine Unit

3. The speaker has no conflict of interest to be
disclosed.
Disclosure

4. •What is Serious Gaming?
•Why is Serious Gaming used in education?
•What may serious games help?
•Examples of serious game in Emergency Medicine
education
•Issues to be considered when planning serious games
Session Plan

5. What is Serious Gaming?

6. “[A]nymeaningful use of computerized game / game industry
resources whose chief mission is not entertainment”
Serious game
Sawyer, B. (2007) The “Serious Games” Landscape. Presented at the Instructional & Research Technology Symposium
for Arts, Humanities and Social Sciences, Camden, USA.

7. "computer application, which aims to combine aspects of both
serious as, but not limited to, teaching, learning,
communication, or further information with entertainment from
the spring game. Such an association has intended to depart
from mere entertainment."
Serious game
Sawyer, B. (2007) The “Serious Games” Landscape. Presented at the Instructional & Research Technology Symposium
for Arts, Humanities and Social Sciences, Camden, USA.

8. Characteristics of Serious Games
⎼An object teaching priorities;
⎼A means of entertainment in parallel;
⎼A technology of information and communication;
⎼It targets multiple learning objectives;
⎼It is intended for all age groups.

9. Gamification
“Interactive… design that plays on people’s competitive
instincts and often incorporates the use of rewards to drive
action –these include virtual rewards such as points,
payments, badges, discounts, and “free” gifts; and status
indicators such as friend counts, retweets, leader boards,
achievement data, progress bars, and the ability to “level up”
Anderson J., Rainie L. (2012)

10. Why Serious Gaming Used in
Education?

11. •“[G]ameplay that incorporates educational objectives.”
•Learning through gameplay includes cognitive, motivational, emotional,
and social benefits.
Game-based Learning
Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game‐ based learning
environment. British journal of educational technology, 42(3), 456-469.
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-
based language learning. Computers & Education, 126, 89-104.

12. Impact
⎼Games and play are a central part of childhood and can stimulate
creativity and learning.
⎼Students learn faster and better with games.
⎼Game-based learning is the best for cognitive retention.
⎼Games based learning provides versatilityfor more than one learning
style, and also can affect cognitive and psychomotor skills.
⎼Educational gaming can capture immediate, in- depth data about
each student’s performance that opens the door to entirely new modes
of measuring progress and achievement, in ways that reward and
reinforce engagement.

13. Impact
⎼Assessment can be ongoing; Feedbackcan be frequent; Students
can know where they stand day-by-day.
⎼Elements like rewards and awards for effort can motivatestudents to
keep trying and develop an awareness of consequentiality.
⎼In a successful game- based learning environment, choosing actions,
experiencing consequences, and working toward goals allows players
to make mistakes through experimentation in a risk-free environment.
⎼Most games also have problem-solving situations that spark
creativity.

14. Kolb’s Learning Style

15. Comparison
Traditional Training
(Didactics)
Hands-on Training Game-based Learning
Cost-effective X X
Low Physical Risk /
Liability
X X
Standardized Assessments
(Peer comparison)
X X
High engagement X X
Self control of Pace X X
Immediate feedback X X
Transfer of Experience X X

16. What may serious games
help in education?

17. Models of Game-based Learning
1’ and 2’
Characteristics
Malone and Lepper
(1987)
Bedwell et al. (2012)Plass et al. (2015)Abdul Jabbar and
Felicia, 2015
Learning Support
Tutorial, Support,
Challenge
a
Challenge
Uncertain Outcomes
Self-esteem
Cognitive curiosity
Conflict/Challenge
Adaptation
Challenge
Surprise
Learning mechanics
Challenges /
Problems/scenarios
Scaffolding
Built-in learning tools
Assessment
Reward, Penalty,
Feedback
Recognition Performance feedback
Assessment Assessment Progress
Assessment mechanics Incentive System
Rewards
Learner Control
Controlover Gameplay,
Game Choice
Control Control Control Interaction (equipment) Control/choices
Immersion
Sensory Element, Digital
Immersion
Curiosity Sensory curiosity
Action Language
Immersion SensoryStimuli
Musical Score Aesthetic Design
Audio / Visuals / Video
Text
Interaction
Collaboration,
Competition, Other
Communication
Cooperation Competition
Human Interaction Pieces/players Representation
Virtual
characters/environments
Narrative Fantasy Game Fiction Fantasy / Mystery
Narrative
Narrative/storyline
Role-play
Nadolny, L., Valai, A., Cherrez , N. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020). Examining the characteristics of game-based
learning: A content analysis and design framework. Computers & Education, 156, 103936.

18. Design Guidelines for games
Cognitive OutcomesGame Type Primary
Characteristics
Secondary
Characteristics
Example Games
Recognize, Recall,
Interpret, Identify,
Classify,
Differentiate
LeveledGame Assessment
Learning Support
Reward
a
,
Penalty,Feedback,
Tutorial,Support,
Challenge
DragonBoxAlgebra,
We The Jury, Stack
the States
Organize, Plan,
Infer, Differentiate,
Classify, Execute,
Test
Problem Solving
Game
Learner Control
Learning Support
Control Over
Gameplay,Game
Choice,Tutorial,Sup
port, Challenge
Portal, Microsoft
Flight Simulator,
Terraforming Mars
Organize, Plan,
Hypothesize,
Exemplify, Produce,
Create
Open- world
Multiplayer Game
Interaction Learner Control
Narrative
Collaboration,
Competition, Other
Communication,
Control Over
Gameplay,Game
Choice,Narrative
Minecraft, Dungeons
and Dragons, World
of Warcraft
Recall, Interpret,
Identify, Organize,
Plan, Classify,
Execute, Test
Immersive Multiplayer
Game
Interaction Immersion
Narrative
Collaboration,
Competition, Other
Communication,Sen
sory Element, Digital
Immersion, Narrative
Pokémon Go, Diner
Duo VR, Prodigy

19. Examples of Serious Game in
Emergency Medicine

20. FULL CODE

21. FULL CODE
Students / trainees practice critical decision- making with a library of
over 105 emergency medicine scenarios. Each scenario features
hundreds of options, a detailed scoring rubric and a realistic patient
physiology model.

22. GridlockED

23. Theories
Making serious game a
fun experience.
Systems learning
Skill development

24. Issues to consider in Game-
based Learning

25. Actionable Gamification

26. Octalysis

27. 1.Don’t memorize, make memories;
2.Challenge minds, not nerves;
3.Don’t reinvent the wheel of fortune –use what already works;
4.Make it more than just a game –remember the objectives;
5.Think outside the trivia box –test more than just the facts
6.Take action seriously –don’t downplay action- oriented games;
Twelve Tips

28. 1.Don’t memorize, make memories;
2.Challenge minds, not nerves;
3.Don’t reinvent the wheel of fortune –use what already works;
4.Make it more than just a game –remember the objectives;
5.Think outside the trivia box –test more than just the facts
6.Take action seriously –don’t downplay action- oriented games;
7.Ditch the buzzer –There’s not always a right answer;
8.Step away from the blackboard –Let the contestants do the teaching;
9.Promote positive peer-pressured learning;
10.Mind the gaps –Fill in the cognitive holes;
11.Size up the crowd –Not all groups are created equal;
12.Use feedback to feed- forward –Learn while teaching
Twelve Tips