Critical Transport

At present, medical knowledge is experiencing an exponential growth. This results in serious difficulties to healthcare professionals in keeping up to date. At the same time, medical education is mostly taught using traditional learning methodologies, not always the most efficient. Recently however, there has been a significant increase in the use of computer games for both teaching and training as several published studies are showing that serious games can be more efficient when compared to traditional learning methodologies. Although the current number of serious games used in medical education is still very limited, the authors agree that it's application could lead to the improvement of medical knowledge and skills. This paper describes the serious game Critical Transport which is based on the Portuguese Society of Intensive Care's recommendations for the transport of critically ill patients, as well as the results of a pre/post-test study focused in determining the Critical Transport serious game efficiency as a training tool for training medical students.

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Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

Simulation & Gaming ◽

10.1177/1046878118779088 ◽

2018 ◽

Vol 49 (4) ◽

pp. 401-422 ◽

Cited By ~ 10

Author(s):

Nina Imlig-Iten ◽

Dominik Petko

Keyword(s):

Serious Games ◽

Cognitive Learning ◽

Serious Game ◽

Group Differences ◽

Learning Gains ◽

Learner Engagement ◽

Positive Effects ◽

Post Test ◽

Game Elements ◽

Linear Regressions

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

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Use of a National Continuing Medical Education Meeting to Provide Simulation-Based Training in Temporary Hemodialysis Catheter Insertion Skills: A Pre-Test Post-Test Study

Canadian Journal of Kidney Health and Disease ◽

10.1186/s40697-014-0025-6 ◽

2014 ◽

Vol 1 ◽

pp. 25 ◽

Cited By ~ 14

Author(s):

Edward G Clark ◽

James J Paparello ◽

Diane B Wayne ◽

Cedric Edwards ◽

Stephanie Hoar ◽

...

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Catheter Insertion ◽

Hemodialysis Catheter ◽

Test Study ◽

Simulation Based ◽

Post Test

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The PEGASUS Games: Physical Exam, Gross Anatomy, phySiology and UltraSound Games for Preclinical Medical Education

POCUS Journal ◽

10.24908/pocus.v6i1.14758 ◽

2021 ◽

Vol 6 (1) ◽

pp. 22-28

Author(s):

Mary Hennekes ◽

Sarah Rahman ◽

Andrea Schlosser ◽

Anne Drake ◽

Tessa Nelson ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Point Of Care ◽

Gross Anatomy ◽

Traditional Learning ◽

Point Of Care Ultrasound ◽

Learning Material ◽

Significant Difference ◽

Post Test ◽

Preclinical Medical Students

Introduction: Gamification engages learners and has successfully taught point-of-care ultrasound (POCUS) to residents and fellows. Yet ultrasound (US) curricula in undergraduate medical education remains limited. This study assessed a gamification model integrating US, anatomy, physiology, physical examination, and radiology created for preclinical medical students as compared with traditional didactic education. Methods: Twenty first-year medical students participated in a session on neck and thyroid material. Students were randomly assigned to a game or non-game group. Game students participated in games incorporating thyroid US with exam maneuvers, other imaging modalities, physiology, and pathology. Non-game students were taught the same material with an instructor. Students were assessed with a pretest and immediate and delayed post-tests. Group differences and scores were assessed using t-tests. A Likert scale evaluated learners’ opinions of the educational experience. Results: The game group performed better than the non-game group on the immediate post-test (p = 0.007, CI = [0.0305, ∞]). There was no significant difference between the groups on the delayed post-test (p = 0.726, CI = [-0.120, ∞]). Students in both groups felt more confident in their knowledge of the material, and all students in the game group agreed that the games encouraged teamwork. Most (9/10) stated the games allowed them to learn the material more effectively and would like to see more gamification (8/10). Conclusion: This US education model incorporating gamification for preclinical medical students promotes teamwork and is as effective for learning material than a traditional learning model. Students additionally convey a positive attitude towards gamification.

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PhysioPong: Serious Game Aplicado ao Processo de Reabilitação Física de Amputados de Membro Superior

10.14210/cotb.v11n1.p301-308 ◽

2020 ◽

Author(s):

Jone Follmann ◽

Julio Domingues Saraçol Júnior ◽

Érico Marcelo Hoff do Amaral ◽

Bryan Teixeira Paiva

Keyword(s):

Serious Games ◽

Sensor Node ◽

Physical Therapists ◽

Serious Game ◽

Rehabilitation Service ◽

Myoelectric Signals ◽

Rehabilitation Process ◽

Training Tool ◽

Proposal A ◽

Scientific Experiments

The present study describes the proposal a solution computingbased on the context of the Serious Game, to support in the processof physical rehabilitation of patients amputees of upper limbs.Therefore, when we developed a serious game PhysioPong, weexpect that the proposal serves as a training tool, integrated intothe technical monitoring of electromyography signal to assist inthe early stages of the rehabilitation process of these patients. Thistraining as physically strengthens the muscles so that they canlater be protected, as well as provide the patient with a motivatorenvironment for the treatment. Furthermore, another tool functionalityis to create an environment for physical therapists to followthe progress of these individuals over the rehabilitation process.Nowadays, serious games have had been employed as a tool thatcan be used for several purposes, bringing a ludic experience ofthe players. The PhysioPong was developed by using the Unitygame engine, combined with a sensor node module that aims tocollect data from the myoelectric signals generates by a muscularcontraction of an individual, being possible to perform actions ina game. To further measure the present purpose have been performinga usability test, furthermore scientific experiments withamputees patients. These experiments were carried together byphysiotherapists of the physic rehabilitation service. The evaluationperformed about the tool indicated promising results with ausability and mechanic appropriated, basing the use of PhysioPong.

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Differential Effects of Up- and Down-Regulation of SMR Coherence on EEG Activity and Memory Performance: A Neurofeedback Training Study

Frontiers in Human Neuroscience ◽

10.3389/fnhum.2020.606684 ◽

2020 ◽

Vol 14 ◽

Author(s):

Silvia Erika Kober ◽

Christa Neuper ◽

Guilherme Wood

Keyword(s):

Memory Performance ◽

Eeg Coherence ◽

Test Results ◽

Practical Application ◽

Neurofeedback Training ◽

Eeg Activity ◽

Memory Functions ◽

Training Tool ◽

Post Test ◽

And Training

Modulating connectivity measures in EEG-based neurofeedback studies is assumed to be a promising therapeutic and training tool. However, little is known so far about its effects and trainability. In the present study, we investigated the effects of up- and down-regulating SMR (12–15 Hz) coherence by means of neurofeedback training on EEG activity and memory functions. Twenty adults performed 10 neurofeedback training sessions in which half of them tried to increase EEG coherence between Cz and CPz in the SMR frequency range, while the other half tried to down-regulate coherence. Up-regulation of SMR coherence led to between- and within-session changes in EEG coherence. SMR power increased across neurofeedback training sessions but not within training sessions. Cross-over training effects on baseline EEG measures were also observed in this group. Up-regulation of SMR coherence was also associated with improvements in memory functions when comparing pre- and post-test results. Participants were not able to down-regulate SMR coherence. This group did not show any changes in baseline EEG measures or memory functions comparing pre- and post-test. Our results provide insights in the trainability and effects of connectivity-based neurofeedback training and indications for its practical application.

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Serious Gaming as an Additional Learning Tool for Medical Education

10.31219/osf.io/tnwuk ◽

2019 ◽

Author(s):

mehmet emin aksoy ◽

mehmet erhan sayali

Keyword(s):

Medical Education ◽

Medical Students ◽

Serious Games ◽

Intervention Group ◽

Serious Game ◽

Control Group ◽

Web Based ◽

Serious Gaming ◽

Additional Tool ◽

Computer Based

Background Computer-based learning methodologies have become more prevalent in the last decade. Web based serious gaming and virtual patients are novel in medical education, which have the potential to become important tools to improve today's medical students' knowledge and performance.Methods A total of 81 medical students participated in our study. They were either assigned to an intervention group or a control group . The intervention group completed a serious game module designed for Basic Life Support education. The control group received a theoretical lecture on the same content. On the next day both groups received simulation-based hands-on training for BLS using the same criteria. All students were assessed with an Objective Structured Clinical Examination (OSCE) the following week. Results There was no difference between the intervention group that used a web based serious game module for BLS and the control group that received a standard theoretical lecture from the faculty. Discussion and Conclusion Computer based interactive serious games seem to present a favourable additional tool for medical education. OSCE results imply, that the use of serious games as a self-learning strategy can be as useful as theoretical lectures; which means that it is saving time of learners and educators

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The Role of Game Elements in Improving Jawi Skills through a Mobile Game 'G-Jawi'

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v12i7.9636 ◽

2018 ◽

Vol 12 (7) ◽

pp. 20 ◽

Cited By ~ 1

Author(s):

Noor Asmina Mohd Rashid ◽

Shaharuddin Md Salleh ◽

Norah Md Noor

Keyword(s):

Mobile Application ◽

Mean Value ◽

Mobile App ◽

Traditional Learning ◽

School Students ◽

Private Lives ◽

Test Study ◽

Post Test ◽

Game Elements

The existence of a game-based mobile application in the field of education has largely helped students to be more interested and motivated to learn due to the presence of game elements in the apps which makes learning more interesting. The Jawi script is one of the subjects that is difficult to learn by younger generation since they do not apply the use of Jawi in their private lives. The inclusion of creative features such as game elements should attract students to explore the Jawi script. A pre- experimental one- group pre- test and post- test study was conducted in which a game-based mobile application for learning Jawi subject named G-Jawi was developed and tested among 20 primary school students in order to observe how the elements of the game in the mobile app impacted their Jawi spelling skills. The apps were also evaluated by 5 teachers and the findings shows that the game-based mobile application was able to improve the students’ performance. This finding was supported by positive results amongst the students which revealed a mean value for the post- test was higher than the pre- test of 89.00. In conclusion, the mobile games app has successfully enhanced student’s understanding of Jawi subjects compared to the traditional learning methods.

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Serious Games in Business

Handbook of Research on Serious Games as Educational, Business and Research Tools ◽

10.4018/978-1-4666-0149-9.ch027 ◽

2012 ◽

pp. 539-558

Author(s):

Silke Balzert ◽

Lucia Pannese ◽

Marie-Therese Walter ◽

Peter Loos

Keyword(s):

Computer Games ◽

Game Design ◽

Serious Games ◽

Point Of View ◽

Serious Game ◽

Use Cases ◽

Design And Development ◽

Economic Context ◽

Related Point

The intention of this book chapter is to give an overview about Serious Games from a scientific as well as from a business related point of view. As a first step, several existing definitions of Serious Games are examined, and the differences and similarities of these games and common computer games are presented. In the next step, some goals of Serious Games and their dependency on the application scenario and/or the kind of business in which the game is used are analyzed. Afterwards, the focus switches to Serious Games developed for an economic context. The specific goals of such games are presented, and the influence of these goals on design and development requirements is discussed. Furthermore, how the application scenario influences Serious Game design is examined. Last but not least, some use cases are presented in order to demonstrate the possibilities of Serious Games for training and learning purposes.

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