games and simulations
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2022 ◽  
pp. 1938-1947
Author(s):  
Santa Dreimane ◽  
Reinis Upenieks

Educational scholars are implementing technologies into the educational process. They use virtual reality, simulations, augmented reality and other immersive technologies that provide entertainment and an interesting, immersive environment as well as engage and motivate students. The aim of this research is to understand the scope and the nature of studies where serious games for medical education are prospective research subjects for the development of learning motivation. There are specific research questions that are of interest to the authors: (1) how many studies are devoted to exploring how serious games and simulations develop learning motivation; (2) how many studies are devoted to medical education, especially continuing professional education; and (3) which professional fields are most reflected in the search results, and is interdisciplinary learning observed? To answer the research questions, a systematic analysis of publications was chosen as the research method. Altogether, 132 articles published from January 1, 2014 to December 31, 2018 were selected for the review.


2022 ◽  
pp. 58-77
Author(s):  
Smitha Baboo ◽  
Yogesh Kanna ◽  
Cathlyn Niranjana Bennett

Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.


2022 ◽  
pp. 1149-1172
Author(s):  
John Denholm ◽  
Linda Lee-Davies

The chapter sets the scope, rationale and purpose of the book. It then covers a number of related topics, principally a review of learning theories and considers Bloom's well known learning taxonomy, and at which levels games of the mixed reality genre can be associated. The impact of games and simulations in learning is backed up by evidence from a survey of opinions as to which types of learning raise achievement levels the most. It also introduces the concepts of Experiential Learning (EL), Problem Based Learning (PBL) and Simulation Based Training (SBT) and then considers recent developments in education such as digital games, e-learning, distance and blended learning. It concludes with a review of earlier assessments of the value of games and an introduction to the suggested elements of good design in mixed reality games.


2021 ◽  
Vol 5 (1) ◽  
pp. 32-43
Author(s):  
Alina Zapalska

This paper illustrates an experiential learning exercise that is designed to be played in an engineering undergraduate program. The author uses simulation that creates an active and experiential learning environment in which individual teams make decisions based on imperfect information and conflicting goals.  The simulation allows players to control certain aspects of the information flow relevant to the market, to develop relevant business strategies and communication skills, and to establish understanding of ethical values that are relevant to business environment. The simulation was designed to allow engineering students to advance and practice business skills that are essential for engineers to stay successful in an increasingly competitive business environment. The objective is to extract maximum learning from the experience using an experiential learning model. This paper contributes to the literature on designing active learning with the use of games and simulations while utilizing the Kolb experiential learning model.


10.2196/30325 ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. e30325
Author(s):  
Mindy D Szeto ◽  
Daniel Strock ◽  
Jarett Anderson ◽  
Torunn E Sivesind ◽  
Victoria M Vorwald ◽  
...  

Background Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field. Objective This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach. Methods A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination. Results A total of 6 general medical education–related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma. Conclusions Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.


Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 125
Author(s):  
Tanja Fens ◽  
Denise L. Hope ◽  
Sarah Crawshaw ◽  
Eline Tommelein ◽  
Claudia Dantuma-Wering ◽  
...  

The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.


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