Game-Based Learning: Why it works for IPE
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This presentation was given by Drs. Katie White and Eric B. Bauman at IMSH 2014 and provides an overview of why game-based learning works well for inter-professional education focusing on the clinical health sciences.
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Game-Based Learning: Why it works for IPE
- 1. IMSH 2014 – San Francisco, CA Ka$e White, MD & Eric B. Bauman, PhD, RN Game-‐Based Learning: Why it works for IPE . . . . . . . . . . ©K. White & E. B. Bauman 2014 1 of 20
- 2. Disclosures & Affilia$ons Ka$e White, MD – Clinical Assistant Professor – General Internal Medicine – University of Iowa • Carver College of Medicine • Iowa City VA Medical Center – Member -‐ Clinical Playground Any and all discussion and content represents the views and scholarship of the presenters and does not proclaim to and may not represent the views of any employer or affilia$ons named in these disclosures 2 of 20
- 3. Disclosures & Affilia$ons Eric B. Bauman, PhD, RN, Paramedic – Fellow: University of Wisconsin School of Educa$on -‐ Games+Learning+ Society (GLS) – Assistant Dean: Ins$tute for Research and Clinical Strategy – DeVry Educa$on Group – Associate Director: Center for Excellence in Simula$on Educa$on -‐ DeVry Educa$on Group – Division Chief, EMS – Blooming Grove Fire Dept. – Managing Member – Clinical Playground, LLC – Managing Member – Forensic Analy$cs, LLC – Springer Publishing – Author – Relevant Stock – CAE, Zynga, GE, Pfizer – Society for Simula$on in Healthcare (SSH) Serious Games & VE SIG Co-‐Chair – Interna$onal Nursing Associa$on for Clinical Simula$on and Learning (INACSL) Any and all discussion and content represents the views and scholarship of the presenters and does not proclaim to and may not represent the views of any employer or affilia$ons named in these disclosures 3 of 20
- 4. Objec$ves • Introduce and define terms relevant to game and applica$on-‐based educa$on • Introduce pedagogy that supports game and applica$on-‐based learning • Why Games and IPE? 4 of 20
- 5. Games versus Simula$on ©K. White & E. B. Bauman 2014 • 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$on of key design elements or variables of a system or process 5 of 20
- 6. Games AND Simula$on ©K. White & E. B. Bauman 2014 • 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$on of key design elements or variables of a system or process Who cares as long as the pedagogy and technology we are leveraging reinforces curriculum objec$ves and drives desired outcome? 6 of 20
- 7. Terminology • • • • • • Gamifica$on Metagaming Mini-‐games Virtual Worlds [Environments] Avatar or Player Character Non-‐player Character 7 of 20
- 8. Gamifica$on “The use of game design elements in non-‐game contexts” Fitz-‐Walker, 2012 “To some, gamifica$on is the Next Great Hope for deep user engagement” Mahhew Jensen, 2012 8 of 20
- 9. Metagaming The use of out-‐of-‐game [out of curriculum] informa$on or resources to affect one's in-‐game [prac$ce] decisions… Allows for and rewards players/learners for success even if they have not followed the expected or prescribed rules ©K. White & E. B. Bauman 2014 9 of 20
- 10. Mini-‐Games Games found within games: • Inform Players with Just-‐in-‐$me informa$on • Support in-‐game processes • Drives engagement • Provides in-‐game tutorials ©K. White & E. B. Bauman 2014 10 of 20
- 11. Virtual environments A simulated environment that can simulate physical presence in places in the real world or imagined worlds. Wilipedia ©K. White & E. B. Bauman 2014 11 of 20
- 12. Avatars and non-‐player characters Avatars -‐ the graphical representa$on of the user or the user’s alter ego or character Non-‐player character – any character not controlled by a player Source: Wikipedia. ©K. White & E. B. Bauman 2014 12 of 20
- 13. Pedagogy In general, many of the theories that support simula$on and game-‐based learning have their roots in Experien/al Learning Kolb ©K. White & E. B. Bauman 2014 13 of 20
- 14. Game-‐Based Learning: Reward & Mo$va$on Intrinsic Extrinsic Reward comes from Mastery Tangible Reward Goals are clear, meaningful and situated Goals assigned Progress is intui$ve, apparent and immediate [real-‐$me or just-‐in-‐$me] Progress is determined or assigned outside of the current ac$vity Endorses or reinforces behavior you are already commihed to or hope to engage in the future – Represents Player Agency If you complete this task you will be given access to another task – Hierarchical Direc$on Autonomous Ac$ve Learning Crea$ve Deep Meaning Directed Shallow Compliance Outcome Driven ©Bauman 2013 All Rights Reserved 14 of 20
- 15. Game-‐Based Learning: Reward & Mo$va$on Intrinsic Extrinsic Reward comes from Mastery Tangible Reward Goals are clear, meaningful and situated Goals assigned Progress is intui$ve, apparent and immediate [real-‐$me or just-‐in-‐$me] Progress is determined or assigned outside of the current ac$vity Endorses or reinforces behavior you are already commihed to or hope to engage in the future – Represents Player Agency If you complete this task you will be given access to another task – Hierarchical Direc$on Autonomous Ac$ve Learning Crea$ve Deep Meaning Directed Shallow Compliance Outcome Driven ©Bauman 2013 All Rights Reserved 15 of 20
- 16. Engagement through Mechanics hhp://mashable.com/2010/07/13/game-‐mechanics-‐business/ 16 of 20
- 17. Why Games & IPE 17 of 20
- 18. Why Games & IPE 18 of 20
- 19. Why Games & IPE 19 of 20
- 20. Don’t be afraid to be a gamer! 20 of 20