A Method to Balance Educational Game Content and Lesson Duration: The Case of a Digital Simulation Game for Nurse Training

2020 ◽  
pp. 125-136
Author(s):  
Catherine Pons Lelardeux ◽  
Michel Galaup ◽  
Herve Pingaud ◽  
Catherine Mercadier ◽  
Pierre Lagarrigue
Keyword(s):  
Digital Simulation ◽  
Educational Game ◽  
Simulation Game ◽  
Nurse Training

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals Bringing Policy Decisions to the People—Education for Sustainable Development through a Digital Simulation Game

2020 ◽  
Vol 12 (20) ◽  
pp. 8743
Author(s):  
Sven Ivens ◽  
Gerlinde Wiese ◽  
Klaus Dittert ◽  
Oliver Mußhoff ◽  
Monika Oberle
Keyword(s):  
Qualitative Content Analysis ◽  
Digital Simulation ◽  
Fertilizer Application ◽  
Mean Value ◽  
Simulation Game ◽  
New Production ◽  
Subjective Knowledge ◽  
Cohen’S D ◽  
Post Test ◽  
Cohen's D

After repeated warnings by the European Commission regarding high nitrate concentrations in German waters, in 2017, Germany implemented a new fertilizer application ordinance (FO) with stricter nitrate value limits. The new regulations have severely affected agricultural regions in Germany and could lead to a high number of job losses if farmers must conform to the new regulations and do not implement new production methods. Therefore, a simulation game was developed to educate farmers and residents about the new FO and to facilitate adaptation to the new environmentally friendly legislation. The aims of the newly developed simulation game are to educate residents and farmers in affected regions about the new FO and to develop new ideas on how to comply with the new regulations. The aims of the present study are, first, to research participants’ evaluation of the simulation game and, second, to assess the effect of the simulation game on subjective knowledge, internal efficacy, and attitude towards the new FO. This pre- and post-comparison design study was based on pre-test and post-test with participants in two games (N = 90). The results were analyzed using descriptive statistics, multiple regression analyses, qualitative content analysis, and mean value comparisons. The simulation game had a positive effect on participants’ subjective knowledge (Cohen’s d 0.65) and internal efficacy (Cohen’s d 0.36), but it did not have an effect on their attitudes toward the new FO, and it was shown to slightly lower their interest in agriculture politics (Cohen’s d −0.33). The participants reported that the game made them more aware of both the difficulty and necessity of finding compromises in the field of agriculture politics. Overall, the simulation was rated very positively and was perceived as interesting and informative by the participants.

The Simulation-Game Controversy

2013 ◽  
Vol 5 (1) ◽  
pp. 1-12 ◽  
Author(s):  
J. R. Parker ◽  
Katrin Becker
Keyword(s):  
Computer Simulation ◽  
Serious Games ◽  
Educational Games ◽  
Design Strategy ◽  
Educational Game ◽  
Simulation Game ◽  
Productive Work ◽  
Educational Literature ◽  
Technology And Design

Games use the same base technology and design strategy as do simulations, but add a few items to the mixture. Understanding this gives ‘new’ (read borrowed) tools for game creation and testing. The idea that simulations are implementations of a model, for instance, leads to a focus on the model rather than the code when designing a game. Similarly, the verification/validation pair used in simulations can be extended by adding playtesting for games, thus giving an educational game (for example) viable, demonstrable educational characteristics as well as playable (and thus engaging and motivating) characteristics. Productive work on improving games for specific purposes (serious games) can be advanced if the authors can agree on a common terminology and concept set (Shaw & Gaines, 1989), and if games can be seen as a valuable extension of a simulation that has specific characteristics that make them useful in specific circumstances. The idea of ‘fun’ is often thought of as the enemy of ‘learning’ in educational literature, and this needs to change if progress on serious and educational games is to be made. This paper will describe the hierarchy of computer simulation objects within which ludic simulations can be understood.

scholarly journals Capacity Building on Heat Balance in Electrolysis of Aluminium

2019 ◽  
Vol 6 (2) ◽  
pp. 39-56
Author(s):  
Sobah Abbas Petersen ◽  
Manuel Oliveira ◽  
Kristin Hestetun ◽  
Gunn Iren Müller ◽  
Stein O. Wasbø ◽  
...  
Keyword(s):  
Heat Balance ◽  
Cognitive Skills ◽  
Digital Simulation ◽  
Simulation Game ◽  
Research And Innovation ◽  
Iterative Development ◽  
Aluminium Production ◽  
Innovation Project ◽  
Level Of Understanding ◽  
High Level

Designing games for learning in the workplace is challenging in many ways. Within the process industry, the aluminium production cells are harsh environments that are difficult to instrument and pose domain related challenges, which make effective training difficult to achieve. In particular, cognitive challenges arise due to the slow nature of the physical process that disconnects the operators' actions and causality. The complex chemical process demands a high level of understanding of the parameters and their complex interdependencies. Additional challenges are related to representing an appropriate level of detail and precision of the workplace, including integration with existing tools. This paper describes the digital simulation game designed and developed for the operators in aluminium plants to master the cognitive skills required for Heat Balance in the aluminium production cells. A co-design process was adopted from the initial inception of the idea, development and evaluation. The paper will discuss and present the co-creation artefacts used, namely a paper prototype, hybrid prototype of the game along with the output from iterative development cycles. This work is conducted within the research and innovation project, Accelerated Learning for Technology Transfer, with the Norwegian company Hydro.

scholarly journals GAME SIMULASI PERAKITAN RANGKAIAN ELEKTRONIKA DASAR UNTUK SISWA SMK KELAS X BERTEKNOLOGI MOBILE AUGMENTED REALITY

2020 ◽  
Vol 4 (01) ◽  
pp. 1
Author(s):  
Nenza Nurfirmansyah ◽  
Rezki Yuniarti ◽  
Agus Komarudin
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Design Thinking ◽  
Educational Game ◽  
Simulation Game ◽  
Mobile Augmented Reality ◽  
Vocational High School ◽  
School Students ◽  
Simulation Games ◽  
The Media

The increasingly high quality curriculum that will be implemented certainly has to be accompanied by needs with good quality standards as well. It is often difficult for the education provider to provide the need for tools to support practice, with high prices and modules that are not always available making it difficult for students to study independently in these circumstances. Game is one of the media to be able to do things in the real world without the need to have real equipment, such as education games with the genre of serious games that have been developed as alternative media of modern education, accompanied by Augmented Reality (AR) technology, This simulation can be achieved by pretty good. So, the purpose of this research is to design an educational game with a simulation game genre that can represent basic electronic practice by Vocational High School students so that students can learn independently more easily and lower costs and reduce the risk of errors when do practical work directly. The game is designed with the Design Thinking approach with Mobile Augmented Reality (MAR) to simulate virtual objects. Based on the results of the game test evaluation through a questionnaire on vocational students majoring in Communication Electronics as many as 30 students, where aspects were tested terari from the respondent's background, interaction with the User Interface, and User Experience obtained by respondents from game simulations showed that the average respondent was interested in doing basic electronics assembly through simulation games with a score of 83.10% and can receive a pretty good education through the game with 79.16% test results.

The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

2013 ◽  
Vol 22 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Debora Downey ◽  
Mary Beth Happ
Keyword(s):  
Health Care Providers ◽  
Communication Disorders ◽  
Provider Communication ◽  
Nurse Training ◽  
Care Providers ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Team Members ◽  
Patient Provider Communication ◽  
Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

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