2. Serious Games Market Growth
âThe serious games industry as a whole
was worth some $1.2 billion in 2010, and
is estimated to grow to $10 billion by
2015.â
Jurriaan Van Rijswijk, chairman of
the Games for Health conference
(Nov 2012)
3. Established Factors for Serious Games Success
âą Proof that serious games are effective,
especially for education and health
âą Higher levels of development productivity
and speed to implement
âą Engagement, immersion and realism
4. The Cost of Healthcare
âby 2050 the cost of direct health care
in just the U.S. for Alzheimer's is going
to be $1 trillion. Caring for sufferers of
the disease is already a $200 billion
market in the U.S.â
Dr. John Harrison, a psychologist
at Imperial College, London
5. Fields of application of Serious Games &
simulations in Healthcare
ïŹ Supporting therapy, rehabilitation after severe illness
ïŹ Selfâmanagement of illness /chronic conditions (e.g.  diabetes)
ïŹ âExergamesâ â motivating and supporting physical activity and
healthy lifestyle
ïŹ Anonymous group therapy
ïŹ Preventive medicine
ïŹ Behavioural change
ïŹ Healthy Nutrition
ïŹ Train healthcare professionals  (medical procedures, methods forÂ
diagnosis, patient monitoring âŠ..)
ïŹ Doctorâpatient communication
6. The MIRROR Project
Reflective Learning at Work
encourage human resources to reflect on previous experiences at the
workplace and learn from them. The project's focus is the creation of a set
of applications that enable employees to learn lessons from their own
experiences (as well as from the experiences of others) and thereby
improve their future performance
@MirrorIP www.mirror-project.eu
LinkedIn: MIRROR â reflective learning at work
7. SCENARIO
Nurses and Carers have to cope with a high level of stress in their
working shifts.
They are trained on the medical side and in procedures, but some
support to deal with âchallenging behaviourâ is needed.
8. OBJECTIVE
Creating a game thatâŠ
âȘ Reduces tutorial effort
âȘ Enhances learners capability to self-regulate learning
âȘ Connects the virtual and the real experience
âȘ Makes learners / players reflect on experience
âȘ Connects previous and future experience (backwards and forward
reflection)
âȘ Motivates learners and engages them
9. CHARACTERISTICS
This game shouldâŠ
âȘ Display a 3D graphics
âȘ Be immersive
âȘ Be simple to play
âȘ Vary the form of the interactivity
âȘ Show a high level of fidelity in the look and feel
âȘ Incorporate a virtual tutor
âȘ Allow to revise the learning experience and reflect on it
10. THEORETICAL FRAMEWORK
âȘ The Virtual Tutor is based on Vygotskyâs social learning theory
that emphasizes the essential nature of social dimensions to
learning.
âȘ The importance of peer learning was stressed in the development
of the Zone of Proximal Development (ZDP) defined as âthe
distance between the actual development level as determined by
independent problem solving and the level of potential
development as determined through problem solving under adult
guidance or in collaboration with more capable peersâ
âȘ The Zone is not some clear-cut space that exists independently of
the process of joint activity itself but it is created in the course of
collaboration.
(Vygotsky, 1978)
11. THE VIRTUAL TUTOR
âȘ acts as co-learner able to support learnersâ knowledge construction;
âȘ provides a cognitive model of competent performance;
âȘ has no position of authority with respect to the learner, because this
create a trusting relationship that might facilitate self-disclosure of
ignorance and misconception;
âȘ monitors learner performance;
âȘ diagnoses, corrects and manages misconceptions and errors;
âȘ adds to and extends learnersâ current capabilities;
âȘ modifies learnersâ current capabilities;
âȘ rebuilds new understanding when learners have a misconception.
12. Link with a Reflection Model
clarify the connection between the reflection model and games in
order to improve the MIRROR conceptualization of serious games as
tools for reflection
âDo workâ step in the 3D game
13. The Learning Diary
Conduct reflection
session in the 3D
game (post game)
18. VIRTUAL TUTOR: PUSH and PULL
Push: learners can ask for the help of Pull: in some precise situation Maria
Maria whenever they feel it is relevant. appears inside the game through a
pop-up window to help users deal with
difficult situations
19. FORMATIVE EVALUATION
âThis would have been âThe Virtual Tutor is a âMini games are really
really helpful when we good support inside fun and teach me
first startedâ. the gameâ. something that seems
to be really importantâ.
âItâs really helpfulâ. âI was really immersed âTutor really helps me
inside the gameâ. during the gameâ.
âMrs Violet looks exactly âThe game is really âThe tutorâs feedback, the
like Mrs XX and she says innovative, I like the scores and the learning
exactly those sorts of way patients are diary help me to reflect
things!â. distributed inside the about my game
environment, the experienceâ.
challenges I have to
address and the mini
gamesâ.
21. Insights and Lessons Learned
Normally a coach/facilitator supports the transfer exercise between
virtual and real experiences:
âȘ We have shown that part of this support can be transferred into a
game, adding it as a narrative element, without breaking the plot
and the engagement. Users find it useful and like it.
âȘ The virtual tutor supports self-regulated learning.
âȘ The logics and mechanics of this virtual tutorial support is
transferrable to other domains.
22. Next StepsâŠ.
New Scenarios:
âą Emergency training in a hospital after an earthquake
âą Flexible working styles in a modern company
âą Soft skills training
23. Next StepsâŠ.
New Features:
âȘ User generated content through NPCs (authoring tool)
âȘ Dynamic scenes (repeatability)
24. THE MIRROR PROJECT
@MirrorIP
www.mirror-project.eu
LinkedIn: MIRROR â reflective learning at work
25. A serious game to introduce autistic people into a job
www.ispectrum.eu
@iSpectrumEU
26. âą 3 workplace scenarios:
âą Office
âą Small supermarket
âą Commercial garden centre
âą 6 phases each:
âą Avatar selection
âą Short interview at a work placement office
âą Short interview with the new employer
âą First day at work
âą About a month into work
âą About 3 months into work
27.
28. Each scenario contains a range of situations relating to both the work being
undertaken and the social situations that may be encountered in the workplace
with raising difficulty; e.g:
âą When to shake the Bossâs hand
âą Identification of facial emotions exhibited by colleagues.
29. Buddy:
Peer-to-peer learning:
The buddy appears in each of the work scenarios. His job is to guide the
player through the early stages of the game. He does this through
instructions, and by giving feedback to the playerâs choices.
In a real world scenario new employees can hopefully have
more experienced and empathic employee as a buddy.
30.
31. Project Objective
Extensive investigation of the issues related to long-term
physical/cognitive rehabilitation processes and the identification of
suitable technical solutions to efficiently support them
Develop an efficient, effective and engaging virtual rehabilitation
environment for home-based rehabilitation to enable elderly people
to enjoy high quality rehabilitation for a much longer period than the
Health System can currently afford.
Standard hardware components and devices, suitable medical data
processing algorithms, personalized and serious-games based
rehabilitation pathways, Web2.0 social and communication tools
32. Games Based Rehabilitation
âą provide exercises and training - based on serious-games -
within a personalized, user friendly and engaging rehabilitation
program
âą offer a cost effective infrastructure with integrated sensors
âą collect relevant physical and medical parameters for patientsâ
status inspection and prevention
âą support off-line/on-line management and monitoring of the
rehabilitation protocol
âą promote patientâs social participation and community building
Patientâs home: place where physical and cognitive rehabilitation
process can be performed in an intensive and engaging though
controlled way, while promoting social inclusion and quality of life.
33. Thank you for
your attention!
Lucia Pannese
CEO, imaginary srl Mob. +39 338 8785839
Innovation Network Politecnico di lucia.pannese@i-maginary.it
Milano Skype: lueolli
@lpannese
Via Mauro Macchi, 50 - 20124 Milan
Phone +39 02 89458.576 www.i-maginary.it