This document discusses instructional gaming and simulation in nursing education. It begins with an overview of the presenter's educational background and professional affiliations. The objectives are then outlined as discussing the terms "instructional gaming" and "serious games", identifying advantages of integrating game-based learning into curricula, and identifying content areas that provide a good fit for nursing education. The presenter provides perspectives on games, simulation, and how they are used in education, emphasizing goal orientation, rules, consequences, and accurate representation of systems.

1. Instruc(onal
Online
Gaming
WI
TECNE:
E-­‐Learning
in
Nursing:
Design,
Innova7on,
Delivery
and
Evalua7on
R.
Kyle
Eric
B.
Bauman,
PhD,
RN,
Paramedic
©Bauman
2011
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Reserved
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2. General
InformaCon
EducaCon:
BA
Sociology:
UW
Wisconsin
–
Madison
• College
of
LeMers
and
Sciences
MS
Nursing:
UW
Wisconsin
–
Madison
• School
of
Nursing
PhD
Curriculum
and
InstrucCon:
UW
Wisconsin
–
Madison
• Games+Learning+Society
• School
of
EducaCon
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©Bauman
2011
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Reserved

3. Disclosures/Conflict
of
Interest
&
Professional
AffiliaCons
Managing
Member
–
Clinical
Playground,
LLC
• Consultant
on
the
WI
TECHNE
Grant
Society
for
SimulaCon
in
Healthcare
(SSH)
• Chair
–
Website
CommiMee
• Co-­‐Chair
–
Serious
Games
and
Virtual
Environments
Special
Interest
Group
InternaConal
Nursing
Assoc.
for
Clinical
Learning
and
SimulaCon
(INACSL)
• Member
–
Website
CommiMee
Games+Learning+Society
• Affiliate
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©Bauman
2011
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Reserved

4. ObjecCves
• Discuss
what
is
meant
by
the
terms(s)
InstrucConal
or
Serious
Gaming?
• IdenCfy
advantages
of
integraCons
of
Game-­‐
Based
learning
into
curricula?
• IdenCfy
types
of
content
that
provide
a
“good
fit”
for
content
related
to
nursing
educaCon?
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©Bauman
2011
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Reserved

5. InstrucConal
or
Serious
Games,
and
SimulaCon
• TradiConal
PerspecCve
on
Games
– Goal
Oriented
– Rule
Based
– Sense
of
Consequence
• Rewards
or
otherwise
• TradiConal
PerspecCve
on
SimulaCon
– ImitaCon
of
something
real
– RepresentaCon
of
key
design
elements
or
variables
of
a
system
or
process
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©Bauman
2011
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Reserved

6. Contemporary
PerspecCve
on
Games
and
SimulaCon
Created
Environment
An
environment
that
has
been
specifically
engineered
to
accurately
replicate
an
actual
exisCng
space,
producing
sufficient
authenCcity
and
fidelity
to
allow
for
the
suspension
of
disbelief.
Simulated
environments,
whether
fixed
in
the
case
of
mannikin-­‐based
simulaCon
laboratories
resembling
elaborate
theatrical
sets,
or
exisCng
in
virtual
reality,
as
in
a
game-­‐based
environments
are
created
environments.
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©Bauman
2011
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Reserved

7. Contemporary
PerspecCve
on
Games
and
SimulaCon
Designed
Experience
A
designed
experience
is
engineered
to
include
structured
acCviCes
targeted
to
facilitate
interacCons
that
drive
anCcipated
experiences.
These
acCviCes
are
created
to
embody
parCcipant
experience
as
performance.
Many
theme
parks
are
based
in
part
on
the
theory
of
designed
experience.
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©Bauman
2011
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Reserved

8. Contemporary
PerspecCve
on
Games
and
SimulaCon
Ecology
of
Culturally
Competent
Design
Addresses
the
rigors
and
challenges
of
accurately
situaCng
culture
within
virtual
environments
using
a
four-­‐element
model
that
emphasizes
the
importance
of
ac+vi+es,
contexts,
narra+ves,
and
characters.
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©Bauman
2011
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Reserved

9. Contemporary
PerspecCve
on
Games
and
SimulaCon
Higher
Order
Simula7on
Higher
order
simulaCon
includes
and
integrates
behavioral
components
into
designed
experiences
exisCng
within
created
spaces,
whether
those
spaces
exist
in
a
fixed
or
virtual
environment…
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©Bauman
2011
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Reserved

10. Contemporary
PerspecCve
on
Games
and
SimulaCon
Ludology
The
study
of
games
and
other
forms
of
play
and
which
may
include
higher
order
simulaCon,
parCcularly
if
the
experience
integrates
variables
ogen
associated
with
play
or
gaming
InteracCvity
NarraCve
Engagement
Leader
Board
High
Scores
System
of
Rewards
Consequence
©Bauman
2011
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Reserved
Does
higher
order
simulaCon
consCtute
Ludology?

11. Games
+
SimulaCon
• Goal
Oriented
• Rule
Based
• Sense
of
Consequence
• ImitaCon
of
something
real
(AuthenCcity)
• Accurate
representaCon
of
system(s)
and
related
processes
.
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©Bauman
2011
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Reserved

12. ~Serious
Games
Serious
Games
leverage
created
environments
so
that
learning
takes
place
as
performance
though
carefully
designed
experiences
that
ogen
use
a
narraCve
to
promote
curriculum
objecCves
©Bauman
2011
Rights
Reserved

13. Why
is
Game-­‐Based
Learning
Important
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©Bauman
2011
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Reserved

14. Digital
Na7ves
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
adopCng
the
technology
later
in
life.
Prensky
2001
©Bauman
2011
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Reserved

15. 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
expectaCons
in
how
informaCon
disseminaCon,
presentaCon,
and
transfer
will
take
place
• Those
insCtuCons
that
fail
to
address
these
expectaCons
will
fail
to
aMract
and
retain
the
best
and
brightest
students
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©Bauman
2011
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16. Why
does
this
maMer?
• Because
the
best
and
brightest
learners
become:
– Our
next
generaCon
of
nursing
scholars
– Well
trained
and
excepConally
educated
nurses
are
a
major
part
of
the
soluCon
to
the
healthcare
crisis
that
we
face
locally,
naConally,
and
internaConally
©Bauman
2011
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Reserved

17. Specific
Advantages
• Different
way
engaging
learners
• AMends
to
challenges
of
Cme
and
distance
inherent
to
distribuCve
educaCons
• AMends
to
aspects
of
acculturaCon
not
always
available
in
the
tradiConal
learning
environment
• There
is
evidence
to
support
videogame
playing
and
some
types
of
procedural
training
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©Bauman
2011
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Reserved

18. Moreover…
Research
supporCng
educaConal
design,
integraCon,
and
evaluaCon
focusing
on
technology
such
as
SimulaCon
and
Game-­‐Based
learning
is
by
its
very
nature
transformaCve
and
translaConal
©Bauman
2011
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Reserved

19. Good
Fit
• Using
technology
for
the
sake
of
technology
ogen
leaves
students
confused
and
faculty
frustrated
• Understand
that
all
forms
of
technology
have
their
limitaCons
• Play
down
the
“coolness”
and
“be-­‐all…
end
all”
factor
with
students.
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©Bauman
2011
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Reserved

20. More
Good
Fit…
• Using
virtual
environments
found
in
online
gaming
environments
are
best
leveraged
for
lessons
that
center
on
behavioral
and
decision
aspects
of
pracCce.
– AcculturaCon
– Decision
Making
– Team
Training
– Workload/Time
Management
– Procedural
DemonstraCon
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©Bauman
2011
Rights
Reserved

21. Examples
3DiTeams-­‐Healthcare
Team
Training
in
a
Virtual
Environment
Jeff
Taekman,
et
al
Duke
University
Medical
Center

22. Handwash
Havok
AMempt
to
manipulate
water
drops
to
clean
your
virtual
hand
Orbitec/Hypercosm

23. Second
Life/Virtual
Environment
NighCngale
Isle
Jone
Tiffany,
DNP,
RN
New
World
Clinic
Gerald
Stapleton
MS

24. Selected
References
Bauman,
E.
(2007).
High
fidelity
simulaCon
in
healthcare.
Ph.D.
dissertaCon,
The
University
of
Wisconsin-­‐Madison,
United
States.
DissertaCons
&
Thesis
@
CIC
InsCtuCons
database.
(PublicaCon
no.
AAT
3294196)
Bauman,
E.
(2010).
Virtual
reality
and
game-­‐based
clinical
educaCon.
In
Gaberson,
K.B.,
&
Oermann,
M.H.
(Eds)
Clinical
teaching
strategies
in
nursing
educa+on
(3rd
ed).New
York,
Springer
Publishing
Company.
Bauman,
E.B.
and
Games,
I.A.
(2011).
Contemporary
theory
for
immersive
worlds:
Addressing
engagement,
culture,
and
diversity.
In
Cheney,
A.
and
Sanders,
R.
(Eds)
Teaching
and
Learning
in
3D
Immersive
Worlds:
Pedagogical
models
and
construc+vist
approaches.
IGI
Global.
Games,
I.
and
Bauman,
E.
(In
Press)
Virtual
worlds:
An
environment
for
cultural
sensiCvity
educaCon
in
the
health
sciences.
Interna+onal
Journal
of
Web
Based
Communi+es
7(2).
Gee,
J.P.
(2003)
What
Videogames
Have
to
Teach
Us
About
Learning
and
Literacy.
New
York,
NY:
Palgrave-­‐McMillan.
Kolb,
D.
(1984).
ExperienCal
learning:
Experience
as
the
source
of
learning
and
development.
Upper
Saddle
River,
NJ:
PrenCce
Hall.
Leape,
L.
L.
(2000).
Errors
in
medicine.
Clinica
Chimica
Acta,
404(1),
2-­‐5.
Prensky,
M.
(2001).
Digital
naCves,
digital
immegrants,
part
1.
On
the
Horizon
9(5).
Taekman
J.M.,
Segall
N.,
Hobbs
G.,
and
Wright,
M.C.
(2007).
3DiTeams:
Healthcare
team
training
in
a
virtual
environment.
Anesthesiology.
2007:
107:
A2145.
Schön,
D.
A.
(1983).
The
reflec+ve
prac++oner:
How
professionals
think
in
ac+on.
New
York:
Basic
Books.
Skiba,
D.
J.
(2009).
Nursing
educaCon
2.0:
A
second
look
at
Second
Life.
Nursing
Educa+on
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30,
129-­‐131.
Squire,
K.
(2006).
From
content
to
context:
Videogames
as
designed
experience.
EducaConal
Researcher.
35(8),
19-­‐29.
Squire,
K.,
GiovaneMo,
L.,
DeVane,
B,.
&
Durga,
S.
(2005).
From
users
to
designers:
Building
a
self-­‐organizing
game-­‐based
learning
environment.
Technology
Trends,
49(5),
34-­‐42.
Thiagarajan,
S.
(1992).
Using
games
for
debriefing.
Simula+on
and
Gaming,
23(2),
161-­‐173.
Turkle,
S.
(1995)
Life
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the
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Iden+ty
in
the
age
of
the
Internet.
New
York:
Touchstone.

25. Contact
InformaCon
Eric
B.
Bauman,
PhD,
RN
ebauman@clinicalplayground.com
hMp://www.linkedin.com/in/ericbbauman
hMp://www.slideshare.net/ebauman
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