Game-Based Learning: A workshop to inform educators and engage contemporary learners was presented on May 17, 2011 at the Making it Happen: Enhancing Education through Games & Storytelling. This event was co-provided by the Community Nursing Staff Development Group and the University of Michigan Health System’s MLearning and Professional Development & Education for Nursing Departments. Copyright E.B. Bauman 2012 All Rights Reserved

1. Making
It
Happen:
Enhancing
Educa@on
through
Games
&
Storytelling
Game-­‐Based
Learning:
A
workshop
to
inform
educators
and
engage
contemporary
learners
Eric
B.
Bauman,
PhD
RN,
Paramedic
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

2. Professional
Affilia@ons
Disclosures/Conflict
of
Interest
DeVry
Inc.,
Healthcare
Group
• Associate
Director
For
Simula@on
–
Center
for
Simula@on
Excellence
Managing
Member
–
Clinical
Playground,
LLC
Managing
Member
–
Forensic
Analy@cs,
LLC
Games+Learning+Society
• Affiliate
Society
for
Simula@on
in
Healthcare
(SSH)
• Chair
–
Website
Commi[ee
• Co-­‐Chair
–
Serious
Games
and
Virtual
Environments
Special
Interest
Group
Springer
–
contract
for
forthcoming
book
on
Game-­‐Based
learning
and
Clinical
Educa@on
Adjunct
Faculty
–
CAE
Healthcare
Relevant
Stock
–
CAE,
Zynga,
Pfizer,
GE
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

3. Objec@ves
Par@cipants
will
recognize
the
poten@al
for
student
engagement
by
integra@ng
game-­‐
based
learning
into
today’s
digital
and
media
rich
educa@onal
environments.
Par@cipants
will
iden@fy
the
importance
of
objec@ve
iden@fica@on
and
“fit”
when
using
digital
and
game-­‐based
learning
pedagogy.
Par@cipants
will
examine
contemporary
theory
for
game-­‐based
and
virtual
learning
environments.
Par@cipants
will
be
able
to
include
game-­‐based
learning
in
their
own
professional
environments.
Par@cipants
will
experience
Game-­‐Based
Learning.
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

4. Icebreaker
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

5. What
are
we
going
to
Explore
&
Talk
about
Components
of
Game-­‐Based
Learning
Developing
a
game
versus
repurposing
High
Tech
versus
Low
Tech
–
Spectrum
of
possibili@es
Integra@ng
Game-­‐Based
Learning
–
Return
on
Investment
(ROI)
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

6. Wait,
Wait,
Wait
Hold
on
a
minute…
What
sort
of
games
is
this
guy
talking
about?
h[p://nintendo.wikia.com
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

7. OK…
A
bit
of
Background
Rela@onship
between
Learning
and
Play
Rela@onship
between
Simula@on
and
Game-­‐Based
Learning
h[p://nintendo.wikia.com
h[p://www.thehealingblade.com
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

8. Instruc@onal
or
Serious
Games,
and
Simula@on
• Tradi@onal
Perspec@ve
on
Games
– Goal
Oriented
– Rule
Based
– Sense
of
Consequence
• Rewards
or
otherwise
• Tradi@onal
Perspec@ve
on
Simula@on
– Imita@on
of
something
real
– Representa@on
of
key
design
elements
or
variables
of
a
system
or
process
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

9. Review
of
historical
pedagogy
suppor@ng
simula@on-­‐
&
now
game-­‐based
learning
for
clinical
educa@on
Note
the
term
clinical
educa5on
is
being
used
very
broadly
here
• Experien@al
Learning
– Kolb’s
Learning
Cycle
– Benner:
Thinking-­‐in-­‐ac@on
– Schön
:
Thinking-­‐on-­‐ac@on
While
these
theories
predate
modern
Simula@on
and
Game-­‐Based
Learning,
they
do
share
the
common
and
useful
theme
of
experien@al
learning
©Bauman
2011
Rights
Reserved

10. Kolb’s
Learning
Cycle
©Bauman
2012
Rights
Reserved

11. Schön: Thinking-on/in-action
©Bauman
2012
Rights
Reserved
In
Schön’s
theory
the
professional
engages
in
a
dialog
with
a
problema@c
situa@on
or
experience
and
listens
to
back-­‐talk,
a
form
of
self
generated
feedback
that
helps
guide
and
inform
decision-­‐
making
• Thinking-­‐on-­‐ac@on
• Thinking-­‐in-­‐ac@on

12. Benner: Thinking-in-action
©Bauman
2012
Rights
Reserved
Argues
that
thinking-­‐in-­‐ac5on,
the
use
of
previous
experiences
to
reflect
on
during
real
world
prac@ce,
differen@ates
the
quality
of
the
decisions
made
by
novices
and
experts

13. Contemporary
Perspec@ve
on
Games
and
Simula@on
Higher
Order
Simula/on
Higher
order
simula@on
includes
and
integrates
behavioral
components
of
learning
based
on
situated
cogni5on
into
designed
experiences
exis@ng
within
created
spaces,
whether
those
spaces
exist
in
a
fixed
or
virtual
environment
©Bauman
2012
Rights
Reserved

14. Contemporary
Perspec@ve
on
Games
and
Simula@on
Ludology
A
rela@vely
new
term
that
relates
to
the
study
of
games
and
other
forms
of
play…
Badges
Interac@vity
Narra@ve
Engagement
Leader
Board
High
Scores
System
of
Rewards
Consequence
©Bauman
2012
Rights
Reserved
Does
higher
order
simula@on
cons@tute
Ludology?

15. Games
+
Simula@on
• Goal
Oriented
• Rule
Based
• Sense
of
Consequence
• Imita@on
of
something
real
(Authen@city)
• Accurate
representa@on
of
system(s)
and
related
processes
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2011
Rights
Reserved

16. Ludology
“We
are
entering
the
Ludic
Century…
…
we
will
use
games
to
shape
the
future
of
educa@on”
Eric
Zimmerman,
NYU
Games
Center
6/15/2011
at
GLS7
www.ericzimmerman.com/
h[p://gamecenter.nyu.edu/tag/eric-­‐zimmerman
©Bauman
2012
Rights
Reserved

17. Gamifica@on
"the
use
of
game
design
elements
in
non-­‐game
contexts”
Fitz-­‐Walker,
2012
“To
some,
gamifica@on
is
the
Next
Great
Hope
for
deep
user
engagement”
Ma[hew
Jensen,
2012
Makes
content
more
engaging
Encourages
users
to
engage
in
desired
behaviors
Illustrates
a
path
to
mastery
&
autonomy
Provide
incen@ve
to
complete
chores
or
tasks
otherwise
seen
as
boring
Data
from
“gamified”
applica@ons
can
be
leveraged
for
CQI
Projects,
Curricula
&
ROI
Evalua@on
h[p://en.wikipedia.org/wiki/Gamifica@on
While
much
of
the
current
discussion
over
the
last
two-­‐years
focuses
on
technology
and
gamifica@on,
the
concept
is
valid
in
any
curricular
context
©Bauman
2012
Rights
Reserved

18. Gamifica@on
While
much
of
the
current
discussion
over
the
last
two-­‐years
focuses
on
technology
and
gamifica@on,
the
concept
is
valid
in
any
curricular
context
©Bauman
2012
Rights
Reserved

19. Gamifica@on
Faculty,
teachers,
and
training
staff
have
to
open
their
minds
to
find
crea@ve
ways
to
engage
contemporary
learners
and
con5nuing
educa5on
learners
who
are
disengaged
out
of
a
sense
of
repe@@ve
or
boring
curriculum
How
many
healthcare
clinicians
are
in
the
audience?
How
many
@mes
have
you
taken
a
CPR
or
ACLS
Course
in
your
career?
How
about
HIPAA
Training?
©Bauman
2012
Rights
Reserved

20. Metagaming
It
is
the
use
of
out-­‐of-­‐game
[out
of
curriculum]
informa@on
or
resources
to
affect
one's
in-­‐game
[prac@ce]
decisions…
Transcends
a
prescribed
rule
set
…uses
external
factors
to
affect
the
game
[prac@ce],
or
goes
beyond
the
supposed
limits
of
the
game
[prac@ce]
environment
h[p://en.wikipedia.org/wiki/Metagaming
©Bauman
2012
Rights
Reserved

21. Ludic
Pedagogy
The
manner
through
which
games
teach
[learners]
players
to
play
[Learn]…
h[p://etd.lsu.edu/docs/available/etd-­‐11092011-­‐154402/unrestricted/jbroussard_disserta@on.pdf
The
ac@vity
of
play,
par@cularly
when
engaging
a
new
game
always
represents
a
learning
process
©Bauman
2012
Rights
Reserved

22. Food
for
Thought?
©Bauman
2012
Rights
Reserved
…What
is
the
rela@onship
between
Higher
Order
Simula@on
and
Ludology…
…let’s
think
about
how
games
are
related
to
simula@on…
…and
how
they
can
be
leveraged
for
clinical
educa@on
and
inter-­‐professional
collabora@on
in
ways
that
prepare
students
for
simula@on-­‐based
learning….
…and
later
actual
clinical
prac@ce

23. Contemporary
Perspec@ve
on
Games
and
Simula@on
• Created
Environment
• Designed
Experience
• Socially
Situated
Cogni/on
• Ecology
of
Culturally
Competent
Design

24. Contemporary
Perspec@ve
on
Games
and
Simula@on
©Bauman
2012
Rights
Reserved
Created
Environment
An
environment
that
has
been
specifically
engineered
to
accurately
replicate
an
actual
exis@ng
space,
producing
sufficient
authen@city
and
fidelity
to
allow
for
the
suspension
of
disbelief.
Simulated
environments,
whether
fixed
in
the
case
of
mannikin-­‐based
simula@on
laboratories
resembling
elaborate
theatrical
sets,
or
exis@ng
in
virtual
reality,
as
in
a
game-­‐based
environments
are
created
environments.
-­‐
Bauman
2007
-­‐

25. Contemporary
Perspec@ve
on
Games
and
Simula@on
©Bauman
2012
Rights
Reserved
Designed
Experience
A
designed
experience
is
engineered
to
include
structured
ac@vi@es
targeted
to
facilitate
interac@ons
that
drive
an@cipated
experiences.
These
ac@vi@es
are
created
to
embody
par@cipant
experience
as
performance.
Many
theme
parks
are
based
in
part
on
the
theory
of
designed
experience.
-­‐
Squire,
2006
-­‐

26. Contemporary
Perspec@ve
on
Games
and
Simula@on
©Bauman
2012
Rights
Reserved
Socially
Situated
Cogni/on
Refers
to
learning
theory
that
is
situated
within
a
material,
social,
and
cultural
world.
Learning
that
is
situated
takes
place
in
contextually
specific
and
authen@c
environments
with
a
host
of
values
and
expecta@ons
-­‐
Gee,1991,1993
-­‐

27. Contemporary
Perspec@ve
on
Games
and
Simula@on
©Bauman
2012
Rights
Reserved
Ecology
of
Culturally
Competent
Design
Addresses
the
rigors
and
challenges
of
accurately
situa@ng
culture
within
virtual
environments
using
a
four-­‐element
model
that
emphasizes
the
importance
of
ac5vi5es,
contexts,
narra5ves,
and
characters.
-­‐
Bauman
&
Games
2010;
Games
&
Bauman,
2011
-­‐

28. Who
Cares…
and
why
does
any
of
this
ma[er?
©Bauman
2012
Rights
Reserved
Because
the
best
and
brightest
learners
become:
Our
next
genera@on
of
scholars
Well
trained
and
excep@onally
educated
people
[clinicians,
teachers,
administrator,
etc..]
are
a
major
part
of
the
solu@on
to
the
healthcare
&
educa@on
crises
that
we
face
locally,
na@onally,
and
interna@onally

29. Engagement…
Why
is
Game-­‐Based
Learning
Important
©Bauman
2012
Rights
Reserved

30. M.
Presky,
2001
Digital
Na/ves
People
who
were
born
with
(contemporary)
digital
technologies
already
in
existence.
Digital
Immigrants
Those
who
were
born
prior
to
(contemporary)
digital
technologies
and
migrated
into
the
digital
realm
adop@ng
the
technology
later
in
life.
©Bauman
2011
Rights
Reserved

31. Advantages
to
Game-­‐Based
Learning
• Different
way
engaging
learners
• A[ends
to
challenges
of
@me
and
distance
inherent
to
distribu@ve
educa@on
• A[ends
to
aspects
of
accultura@on
not
always
available
in
the
tradi@onal
learning
environment
• There
is
evidence
to
support
videogame
playing
and
some
types
of
procedural
training
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

32. About
Today’s
Students
• Today’s
students/learners
have
a
degree
of
technical
and
digital
literacy
that
generally
far
exceed
that
of
their
instructors
• They
have
a
host
of
expecta@ons
in
how
informa@on
dissemina@on,
presenta@on,
and
transfer
will
take
place
• Those
ins@tu@ons
that
fail
to
address
these
expecta@ons
will
fail
to
a[ract
and
retain
the
best
and
brightest
students
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2011
Rights
Reserved

33. Transla@onal
Effect
Serious
Games
[ludic
pedagogy]
leverage
created
environments
so
that
learning
takes
place
as
performance
though
carefully
designed
experiences
that
o|en
use
a
contextually
situated
narra5ve
to
promote
curriculum
objec@ves
©Bauman
2012
Rights
Reserved

34. Transla@onal
Effect
©Bauman
2012
Rights
Reserved
If
you
find
be[er
ways
to
engage
today’s
students
that
address
expecta@ons
of
professional
prac@ce
that
authen@cally
address
context,
performance,
accultura@on,
and
clinical
expecta@ons
you
will
effect
the
prac@ce
of
future
clinicians
Be[er
Prepara@on
=
Be[er
Prac@ce
=
Be[er
Pa@ent
Outcome

35. Transla@onal
Effect
©Bauman
2012
Rights
Reserved
Be[er
Prepara@on
=
Prac@ce
Prac@ce
=
Be[er
Pa@ent
Outcome

36. Good
Fit
©Bauman
2012
Rights
Reserved
• Using
technology
for
the
sake
of
technology
o|en
leaves
students
confused
and
faculty
frustrated
• Understand
that
all
forms
of
technology
have
their
limita@ons
• Play
down
the
“coolness”
and
“be-­‐all…
end
all”
factor
with
students.
R.
Kyle

37. Fit
and
the
role
of
Orienta@on
©Bauman
2012
Rights
Reserved
Students
must
be
oriented
to
all
learning
environments
whether
they
are
in
actual
or
real-­‐world
pa@ent
care
se~ngs,
the
simula@on
laboratory,
or
spaces
occupying
virtual
spaces
in
on-­‐line
or
game-­‐based
environments

38. More
On
Good
Fit…
• O|en
using
virtual
environments
whether
online
or
found
in
fixed
gaming
environments
are
best
leveraged
for
lessons
that
center
on
behavioral
or
decision
aspects
of
prac@ce
and
some
forms
of
targeted
psychomotor
training…
– Accultura@on
– Decision
Making
– Team
Training
– Workload/Time
Management
– Procedural
Demonstra@on
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

39. Rela@onship
between
Objec@ves
&
Fit
Remember
Objec/ves
First
….
Everything
else
follows,
including:
Technology
In
other
words
how
can
technology
help
you
meet
your
curriculum
objec/ves!!!!!!!
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

40. Rela@onship
between
Objec@ves
&
Fit
Remember
Objec/ves
First
….
Everything
else
follows,
including:
Technology
In
other
words
how
can
technology
help
you
meet
your
curriculum
objec/ves!!!!!!!
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

41. Importance
of
debriefing
when
engaging
a
Game-­‐Based
learning
ac@vity
Plus
(+)
Delta
(
)
+
Things that went Things you might
well want to change
©Bauman
2012
Rights
Reserved

42. Evalua@on
New
Curricula
and
the
Technology
suppor@ng
it
should
be
evaluated
for
its
poten@al
fit
within
an
exis@ng
curriculum
Integra@ng
technology
and
teaching
techniques
that
include
Simula@on
&
Game-­‐Based
Learning
into
your
curriculum
represents
a
change
in
your
curriculum
and
must
be
evaluated
©Bauman
2012
Rights
Reserved

43. Research:
Suppor@ng
Educa@on…
©Bauman
2012
Rights
Reserved
• Using
new
technology
for
the
sake
of
technology
results
in
frustrated
and
disenfranchised
teachers
and
learners!
• Does
your
use
of
simula@on
and
game-­‐based
learning
support
your
curricular
objec@ves?
• Can
you
demonstrate
a
new
curriculum
or
a
curriculum
that
now
integrates
simula@on
and
game-­‐
based
learning
into
it
is
as,
or
more
effec@ve
than
standard
prac@ce?

44. Research:
Best
Prac@ces
&
Contribu@on…
©Bauman
2012
Rights
Reserved
• The
concept
of
Best
Prac@ce
applies
to
educa@onal
processes
as
well
as
pa@ent
interven@ons
and
outcomes!
• Inves@ga@on
defines
Best
Prac@ce?
• Defining
Best
Prac@ce
is
fluid?
– Best
Prac@ce
is
defined
by
current
knowledge.
The
knowledge
base
of
any
discipline,
par@cularly
in
the
health
and
biological
sciences
is
rapidly
evolving
and
changing.

45. OK
I’m
Sold…
How
do
I
get
started?
Students
and
Faculty
need
to
be
prepared
for
game-­‐based
learning
• Pick
your
objec@ves
first…
then
look
for
a
game
that
is
going
to
support
those
objec@ves
– Introducing
the
students
to
each
other
(Icebreakers)
–
Geography
Game
– Teamwork
–
Helium
S@ck
– Informa@on
Processing
and
Discrimina@on
–
The
Nail
Game
– Informa@on
Processing
and
Team
Work
–
The
Monkey
and
the
Mar@ni
– Magic
Numbers
–
Problem
Solving
• Just
like
Simula@on
–
Debriefing
is
essen@al
to
maximize
the
poten@al
for
experien@al
learning.
– Kolb’s
Learning
Cycle
– Benner:
Thinking-­‐in-­‐ac@on
– Schön
:
Thinking-­‐on-­‐ac@on
• While
games
are
fun…
with
learners,
par@cularly
adult
learners
incorpora@ng
games
into
your
curriculum
should
make
sense
– They
should
be
situated
– They
should
not
be
senseless
filler
– They
should
be
well
rehearsed
©Bauman
2012
Rights
Reserved

46. Give
your
students
permission
to
have
fun!
©Bauman
2012
Rights
Reserved
Let’s
Play!
h[p://www.cutestpaw.com/images/lets-­‐play-­‐some-­‐games/

47. “Helium
S@ck”
Experience
a
game-­‐based
learning
ac@vity

48. “Nail
Game”
• The
object
of
the
game
is
to
balance
all
of
the
nails
on
the
head
of
a
single
nail.
• All
of
the
nails
have
to
be
balanced
at
the
same
@me
and
cannot
touch
anything
but
the
top
of
the
nail
that
is
stuck
in
the
base.
Are
you
up
to
the
challenge?

49. Let’s
add
a
new
word
to
the
mix…
©Bauman
2012
Rights
Reserved
Coope//on
h[p://www.cutestpaw.com/images/lets-­‐play-­‐some-­‐games/

50. Monkey
and
the
Mar@ni
• This
game
focuses
on
Core
Processes
• Oh
Yeah…
We
make
up
the
rules
as
we
go
along!

51. Blinded
Leader
©Bauman
2012
Rights
Reserved
Simple
low-­‐tech
game
promotes
success
in
a
game
with
higher
perceived
stakes

52. What
sorts
of
Games
&
Environments
are
out
there…
©Bauman
2012
Rights
Reserved
MMOG’s
–
Massively
Mul@-­‐player
online
Games
[Repurposing
Commercial
Games
and
exis@ng
mul@-­‐media]
Starcra|
II
–
4.5
Million
Copies,
14
Languages,
5
Con@nents
World
of
WarCra|
Quest
Atlan@s
(K12
Audience)
50K
Children,
6
Con@nents
Second
Life
(+/-­‐)
These
environments
provide
online
virtual
worlds
that
can
promote
many
of
the
objec@ves
we
find
valuable
to
clinical
disciplines
Teamwork
Cri@cal
Thinking
Problem
Solving
Pa[ern
Recogni@on

53. Exis@ng
Media
©Bauman
2012
Rights
Reserved
h[p://www.youtube.com/watch?v=pTv4yD6BKlA

54. h[p://healthcaregames.wisc.edu/
©Bauman
2012
Rights
Reserved

55. The
Healing
Blade
Developed
by
two
physician/gamers,
Francis
Kong
and
Arun
Mathews,
Healing
Blade
plunges
the
player
into
a
world
of
sorcery
and
creatures,
where
real-­‐world
knowledge
of
infec@ous
diseases
and
therapeu@cs
play
a
pivotal
role
in
the
winning
strategy.
www.thehealingblade.com
h[p://www.youtube.com/watch?v=Jqr-­‐fs4-­‐Gxc&feature=player_embedded

56. Virtual
Forensics
Lab
@
Boston
College
h[p://idesweb.bc.edu/forensicslab/

57. CliniSpace
h[p://www.youtube.com/watch?v=WlX_Gyo1QKg
h[p://clinispace.com/
h[p://vimeo.com/17279986

58. Hypercosm:
Handwash
Havok
h[p://www.hypercosm.com/medical.html/

59. Hypercosm:
Virtual
Arm

60. Hypercosm:
Intuba@on

61. Exercise
At
your
table
brain
storm
how
you
might
use
Game-­‐based
learning
meet
a
training
or
curriculum
objec@ve
– How
do
you
envision
your
idea
engaging
learners
– Why
would
it
be
transla@onal…
change
or
improve
prac@ce
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

62. Recap
• Explored
the
poten@al
for
learner
engagement
when
using
game-­‐based
learning
methods
and
strategies
• We
discussed
the
importance
of
addressing
“Fit”
when
using
digital
and
game-­‐based
pedagogy
• Contemporary
theory
for
game-­‐based
and
virtual
learning
environments
were
introduced
and
discussed
• Strategies
for
introducing
game-­‐based
learning
into
professional
and
educa@onal
environments
was
explored
• Game-­‐Based
learning
was
discussed,
demonstrated,
and
experienced
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2011
Rights
Reserved

63. Ques@ons?
©Bauman
2012
Rights
Reserved
R.
Kyle

64. Contact
Informa@on
Eric
B.
Bauman,
PhD
ebauman@clinicalplayground.com
www.clinicalplayground.com
h[p://www.linkedin.com/in/ericbbauman
h[p://www.slideshare.net/ebauman
Clinical
Playground
LLC
@bauman1967

65. Selected
References
©Bauman
2012
Rights
Reserved
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