Pub Date : 2023-07-15DOI: 10.1177/10468781231189287
Lucy Bray, Sebastian Spencer, E. Pearson, K. Meznikova, David Hepburn
Introduction Virtual simulation within health professions education can be categorized as two-dimensional or three-dimensional, dependent upon how users interact with the scenario. A core difference between these two categories is the degree of immersion experienced by the user. The importance of immersion for knowledge-based learning is unclear. Hence, this pilot study compares two virtual simulators to determine the impact of immersion on knowledge acquisition and retention and user experience. Methods This randomized crossover trial consisted of 25 fifth-year medical students attending two consecutive teaching sessions using two-dimensional and three-dimensional virtual simulation, respectively. Multiple-choice questions, completed immediately before and after, and one-month after the sessions, were employed to determine knowledge acquisition and retention. Questionnaires, consisting of Likert-scale and open-ended questions, evaluated user experience. Quantitative data was analyzed using a Student’s t-test and qualitative data was analyzed using thematic analysis. Results Both interventions demonstrated statistically significant levels of knowledge acquisition and retention, though there was no significant difference in the extent of learning between the simulators. The two interventions offered valuable and acceptable approaches to virtual simulation, though Likert-scale responses indicated that participants significantly preferred three-dimensional virtual simulation. Free-form responses revealed themes of education and technology, with subthemes of desirability, learning, curriculum integration, fidelity, hardware and software. Conclusions The findings indicate that higher levels of immersion do not appear to offer greater educational benefit, with two-dimensional simulation possibly offering an equally valuable learning experience to three-dimensional simulation. Participants appeared to significantly prefer three-dimensional virtual simulation, though potential uses for both simulators were identified.
{"title":"Assessing the Impact of Immersion on Learning in Medical Students: A Pilot Study Comparing Two-Dimensional and Three-Dimensional Virtual Simulation","authors":"Lucy Bray, Sebastian Spencer, E. Pearson, K. Meznikova, David Hepburn","doi":"10.1177/10468781231189287","DOIUrl":"https://doi.org/10.1177/10468781231189287","url":null,"abstract":"Introduction Virtual simulation within health professions education can be categorized as two-dimensional or three-dimensional, dependent upon how users interact with the scenario. A core difference between these two categories is the degree of immersion experienced by the user. The importance of immersion for knowledge-based learning is unclear. Hence, this pilot study compares two virtual simulators to determine the impact of immersion on knowledge acquisition and retention and user experience. Methods This randomized crossover trial consisted of 25 fifth-year medical students attending two consecutive teaching sessions using two-dimensional and three-dimensional virtual simulation, respectively. Multiple-choice questions, completed immediately before and after, and one-month after the sessions, were employed to determine knowledge acquisition and retention. Questionnaires, consisting of Likert-scale and open-ended questions, evaluated user experience. Quantitative data was analyzed using a Student’s t-test and qualitative data was analyzed using thematic analysis. Results Both interventions demonstrated statistically significant levels of knowledge acquisition and retention, though there was no significant difference in the extent of learning between the simulators. The two interventions offered valuable and acceptable approaches to virtual simulation, though Likert-scale responses indicated that participants significantly preferred three-dimensional virtual simulation. Free-form responses revealed themes of education and technology, with subthemes of desirability, learning, curriculum integration, fidelity, hardware and software. Conclusions The findings indicate that higher levels of immersion do not appear to offer greater educational benefit, with two-dimensional simulation possibly offering an equally valuable learning experience to three-dimensional simulation. Participants appeared to significantly prefer three-dimensional virtual simulation, though potential uses for both simulators were identified.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49612587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.1177/10468781231188668
Tuğçe Örsoğlu, Betül Yüzbaşıoğlu, H. A. Pekel
Background Discussions regarding the classification of eSports as a sport are still ongoing, primarily due to the distinctive features that differentiate them from traditional sports. Purpose This study seeks to comparatively explore the perspectives of athletes on digital games and eSports with the goal of shedding light on the unique challenges and opportunities of eSports as a professional career. Method This study seeks to comparatively explore the perspectives of athletes on digital games and eSports. To this end, the phenomenology model was employed in a qualitative study involving seven elite eSports players and eight elite basketball players. Focus group interviews were conducted, and thematic analysis was employed to analyze the resulting data. Results Participants’ viewpoints were examined across six themes, including the reasons for initiating their career, familial and environmental support, their perspectives on eSports, society’s perspective on eSports, the impact of eSports on health, and the future of eSports. Discussion and Conclusion The majority of participants viewed eSports as a sport and expressed optimism about its future. Despite acknowledging concerns about the public’s negative perception of eSports due to inadequate knowledge and health concerns, participants remained optimistic about its prospects.
{"title":"eSports: Digital Games and Its Future From the Traditional Athletes’ and eSports Players’ Perspectives","authors":"Tuğçe Örsoğlu, Betül Yüzbaşıoğlu, H. A. Pekel","doi":"10.1177/10468781231188668","DOIUrl":"https://doi.org/10.1177/10468781231188668","url":null,"abstract":"Background Discussions regarding the classification of eSports as a sport are still ongoing, primarily due to the distinctive features that differentiate them from traditional sports. Purpose This study seeks to comparatively explore the perspectives of athletes on digital games and eSports with the goal of shedding light on the unique challenges and opportunities of eSports as a professional career. Method This study seeks to comparatively explore the perspectives of athletes on digital games and eSports. To this end, the phenomenology model was employed in a qualitative study involving seven elite eSports players and eight elite basketball players. Focus group interviews were conducted, and thematic analysis was employed to analyze the resulting data. Results Participants’ viewpoints were examined across six themes, including the reasons for initiating their career, familial and environmental support, their perspectives on eSports, society’s perspective on eSports, the impact of eSports on health, and the future of eSports. Discussion and Conclusion The majority of participants viewed eSports as a sport and expressed optimism about its future. Despite acknowledging concerns about the public’s negative perception of eSports due to inadequate knowledge and health concerns, participants remained optimistic about its prospects.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44998427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1177/10468781231188392
E. Reay, M. Ma, T. Krzywinska, Gabriela Pavarini, S. Hugh-Jones, A. Mankee-Williams, Anton Belinskiy, K. Bhui
Background The smartphone market is saturated with apps and games purporting to promote mental wellness. There has been a significant number of studies assessing the impact of these digital interventions. Motivation The majority of review papers solely focussed on the impact of strict rules and award systems of the apps. There is comparatively little attention paid to other game techniques designed to encourage creativity, a lusory attitude, and playful experiences. Results This gap is addressed in this paper in a consideration and analysis of a purposive selection of six mobile games marketed for wellbeing, our focus is on both external and internal motivations that these games offer. Our specific interest is how these games balance rule-based play with creativity. We find that ludic play is a highly-structured, rule-bound, goal-oriented play, in contrast to paedic play which a freeform, imaginative, and expressive. We argue that while ludic play is purposed towards the promotion of habit formation and generates feelings of accomplishment, it nonetheless relies heavily on extrinsic motivation to incentivise engagement. By contrast, paidic play, specifically role-playing, improvisation, and the imaginative co-creation of fictional game worlds, can be used effectively in these games to facilitate self-regulation, self-distancing, and therefore provides intrinsically-motivated engagement. In the context of games for mental wellbeing, ludic play challenges players to complete therapeutic exercises, while paidic play offers a welcoming refuge from real world pressures and the opportunity to try on alternate selves. Conclusion Our intention is not to value paidic play over ludic play, but to consider how these two play modalities can complement and counterbalance each other to generate more effective engagement.
{"title":"Typologies and Features of Play in Mobile Games for Mental Wellbeing","authors":"E. Reay, M. Ma, T. Krzywinska, Gabriela Pavarini, S. Hugh-Jones, A. Mankee-Williams, Anton Belinskiy, K. Bhui","doi":"10.1177/10468781231188392","DOIUrl":"https://doi.org/10.1177/10468781231188392","url":null,"abstract":"Background The smartphone market is saturated with apps and games purporting to promote mental wellness. There has been a significant number of studies assessing the impact of these digital interventions. Motivation The majority of review papers solely focussed on the impact of strict rules and award systems of the apps. There is comparatively little attention paid to other game techniques designed to encourage creativity, a lusory attitude, and playful experiences. Results This gap is addressed in this paper in a consideration and analysis of a purposive selection of six mobile games marketed for wellbeing, our focus is on both external and internal motivations that these games offer. Our specific interest is how these games balance rule-based play with creativity. We find that ludic play is a highly-structured, rule-bound, goal-oriented play, in contrast to paedic play which a freeform, imaginative, and expressive. We argue that while ludic play is purposed towards the promotion of habit formation and generates feelings of accomplishment, it nonetheless relies heavily on extrinsic motivation to incentivise engagement. By contrast, paidic play, specifically role-playing, improvisation, and the imaginative co-creation of fictional game worlds, can be used effectively in these games to facilitate self-regulation, self-distancing, and therefore provides intrinsically-motivated engagement. In the context of games for mental wellbeing, ludic play challenges players to complete therapeutic exercises, while paidic play offers a welcoming refuge from real world pressures and the opportunity to try on alternate selves. Conclusion Our intention is not to value paidic play over ludic play, but to consider how these two play modalities can complement and counterbalance each other to generate more effective engagement.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/10468781231187298
G. Carrazoni, Amanda Dalla’Corte Chaves, Lucas Gazzani Araujo Silva, Cláudio Felipe Kolling da Rocha, P. Mello-Carpes
Background Synaptic Transmission (ST) is a content of Physiology courses in which students frequently experience learning difficulties. Intervention Here, we evaluated the impact of using The Synaptic Board Game (SBG), an educational game created to assist in ST teaching-learning, on students’ knowledge. Methods Sixty-eight students were divided into control (CT) and synaptic board game groups (GG); CT attended one theoretical class (TC) about ST, and GG experienced 1 h of class using the SBG in addition to the same TC. Before and immediately after the intervention, students completed tests about ST. Overall scores and performance in specific questions (general synaptic transmission, electrical, and chemical synapse) were assessed. Results GG scored higher in the immediate post-test compared to the pre-test. In addition, GG showed higher overall scores than CT in the immediate post-test. Both groups scored lower in the post-test in general synaptic transmission questions, but GG performed better than CT. Discussion SBG improves knowledge after practice and seems to help students understand better the differences between electrical and chemical synapses. Limitations and Suggestions (i) the immediate post-test could be applied at the same time for both groups; (ii) future quiz apps developed to be applied in class could collect the data regarding the answers to each question from students while they play the game; (iii) a late post-test could be applied simultaneously with students from both groups without previous communication. Conclusion The results indicate that SBG is an effective teaching material to reinforce ST learning and avoid misunderstandings between electrical and chemical synapses.
{"title":"“The Synaptic Board Game” Improves Health Sciences Students’ Learning on Synaptic Transmission","authors":"G. Carrazoni, Amanda Dalla’Corte Chaves, Lucas Gazzani Araujo Silva, Cláudio Felipe Kolling da Rocha, P. Mello-Carpes","doi":"10.1177/10468781231187298","DOIUrl":"https://doi.org/10.1177/10468781231187298","url":null,"abstract":"Background Synaptic Transmission (ST) is a content of Physiology courses in which students frequently experience learning difficulties. Intervention Here, we evaluated the impact of using The Synaptic Board Game (SBG), an educational game created to assist in ST teaching-learning, on students’ knowledge. Methods Sixty-eight students were divided into control (CT) and synaptic board game groups (GG); CT attended one theoretical class (TC) about ST, and GG experienced 1 h of class using the SBG in addition to the same TC. Before and immediately after the intervention, students completed tests about ST. Overall scores and performance in specific questions (general synaptic transmission, electrical, and chemical synapse) were assessed. Results GG scored higher in the immediate post-test compared to the pre-test. In addition, GG showed higher overall scores than CT in the immediate post-test. Both groups scored lower in the post-test in general synaptic transmission questions, but GG performed better than CT. Discussion SBG improves knowledge after practice and seems to help students understand better the differences between electrical and chemical synapses. Limitations and Suggestions (i) the immediate post-test could be applied at the same time for both groups; (ii) future quiz apps developed to be applied in class could collect the data regarding the answers to each question from students while they play the game; (iii) a late post-test could be applied simultaneously with students from both groups without previous communication. Conclusion The results indicate that SBG is an effective teaching material to reinforce ST learning and avoid misunderstandings between electrical and chemical synapses.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49385709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1177/10468781231183908
Mike Crabb, Michael J. Heron
Background Discussion-based communication scenarios are present in many aspects of life. These can range from conversations with friends in a social setting to formal consultation processes and focus groups used by industry and government. However, reliance on speech does not easily permit the fair and equitable involvement of people who face communication-based accessibility challenges. Aim This work aimed to understand the communication challenges present within social board games, how these challenges arise, and participants’ perceptions of the difficulties these challenges may cause. Method We conducted four social gameplay sessions to understand what parts of discussion may cause communication challenges and what techniques are commonplace in overcoming these. Results Our results highlight how group facilitation and conversation pacing are essential in promoting accessibility within discussion-type situations. Our analysis identified four themes that focused on speech and delivery, access strategies, viewing and position, balance of power, and awareness of others. Conclusions Communication within board game scenarios is a complex area that creates several intersectional accessibility challenges. These challenges can impact how group communication is facilitated, how pacing and delivery relate to overall group understanding, and how an awareness of accessibility is critical in developing inclusive environments.
{"title":"Communication Challenges in Social Board Games","authors":"Mike Crabb, Michael J. Heron","doi":"10.1177/10468781231183908","DOIUrl":"https://doi.org/10.1177/10468781231183908","url":null,"abstract":"Background Discussion-based communication scenarios are present in many aspects of life. These can range from conversations with friends in a social setting to formal consultation processes and focus groups used by industry and government. However, reliance on speech does not easily permit the fair and equitable involvement of people who face communication-based accessibility challenges. Aim This work aimed to understand the communication challenges present within social board games, how these challenges arise, and participants’ perceptions of the difficulties these challenges may cause. Method We conducted four social gameplay sessions to understand what parts of discussion may cause communication challenges and what techniques are commonplace in overcoming these. Results Our results highlight how group facilitation and conversation pacing are essential in promoting accessibility within discussion-type situations. Our analysis identified four themes that focused on speech and delivery, access strategies, viewing and position, balance of power, and awareness of others. Conclusions Communication within board game scenarios is a complex area that creates several intersectional accessibility challenges. These challenges can impact how group communication is facilitated, how pacing and delivery relate to overall group understanding, and how an awareness of accessibility is critical in developing inclusive environments.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1177/10468781231181665
Desiree A. Díaz, Andrew Todd, G. Gilbert, Humberto López Castillo, Mindi Anderson, James P. Jackson, Marlee R. Linnell, Kristen Y. Ng, Alison G. Walker, Ruben Diaz
Background Simulation provides a controlled, standardized experience, where learners have increased autonomy to provide culturally congruent care in a healthcare disparity scenario. Importance is noted for scenarios including pediatric populations, to include role players such as the caregiver. The simulation in this study emphasized paternal involvement in the care of a 12-hour-old newborn within a Family-Centered Care Model (FCCM) using embedded participants (EPs). The purpose was to explore the impact and benefit of the EP. The hypotheses included: (1) Learner perception of simulation effectiveness changes when an EP is physically present compared to being virtually present (tele-embedded); (2) Tele-embedded participants (tele-embedded EPs), playing a paternal role, differ between a pop-up parent versus being in-person. Methods A randomized historical control, posttest-only design guided this study once IRB was obtained. A purposive sample of 115 BSN students was used. Instruments included demographics, SET-M, and ACTS Tool. Results Differences were noted between groups; however, SET-M and ACTS scores were constant with little variance noted between the EP and tele-embedded EP. Conclusion Embedded participants, regardless of in-person or via tele-embedded, can add to the scenario. Participants actively engaged in communication with both the in-person and remote EP. All the simulation based education scenarios were effective, encouraging continued use within simulation-based education. Embedded participant involvement has the potential to enhance scenarios by providing opportunities to practice culturally congruent care while cultivating effective communication and education of all family members. Further exploration of the use of EPs is needed to understand the potential added benefit of incorporating them into scenarios.
{"title":"Using Various Types of Embedded Participants to Enhance Culturally Congruent, Family-Centered Simulation-Based Education","authors":"Desiree A. Díaz, Andrew Todd, G. Gilbert, Humberto López Castillo, Mindi Anderson, James P. Jackson, Marlee R. Linnell, Kristen Y. Ng, Alison G. Walker, Ruben Diaz","doi":"10.1177/10468781231181665","DOIUrl":"https://doi.org/10.1177/10468781231181665","url":null,"abstract":"Background Simulation provides a controlled, standardized experience, where learners have increased autonomy to provide culturally congruent care in a healthcare disparity scenario. Importance is noted for scenarios including pediatric populations, to include role players such as the caregiver. The simulation in this study emphasized paternal involvement in the care of a 12-hour-old newborn within a Family-Centered Care Model (FCCM) using embedded participants (EPs). The purpose was to explore the impact and benefit of the EP. The hypotheses included: (1) Learner perception of simulation effectiveness changes when an EP is physically present compared to being virtually present (tele-embedded); (2) Tele-embedded participants (tele-embedded EPs), playing a paternal role, differ between a pop-up parent versus being in-person. Methods A randomized historical control, posttest-only design guided this study once IRB was obtained. A purposive sample of 115 BSN students was used. Instruments included demographics, SET-M, and ACTS Tool. Results Differences were noted between groups; however, SET-M and ACTS scores were constant with little variance noted between the EP and tele-embedded EP. Conclusion Embedded participants, regardless of in-person or via tele-embedded, can add to the scenario. Participants actively engaged in communication with both the in-person and remote EP. All the simulation based education scenarios were effective, encouraging continued use within simulation-based education. Embedded participant involvement has the potential to enhance scenarios by providing opportunities to practice culturally congruent care while cultivating effective communication and education of all family members. Further exploration of the use of EPs is needed to understand the potential added benefit of incorporating them into scenarios.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42581796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/10468781231164144
N. Yiannakoulias
Background Many environmental policy problems require an understanding of complex processes that are difficult to understand in the abstract. The objective of this short research article is to describe the Cap-and-Trade Game, a multiplayer, asynchronous, online computer game that gives students an experiential learning opportunity to explore the operation of a cap-and-trade system. Methods Players take the role of firms and choose production levels, invest in research and development, adapt their decisions to changes in pollution allowances, speculate on changes on industrial output and participate in an allowance trading market. Results from a gaming session in a class of 38 undergraduate students are presented. Results Most students played the game, and a majority played regularly over the two-month gaming session. Players developed different strategies to out-compete other players in the game. Objective game performance and frequency of play were correlated. Conclusion The Cap-and-Trade Game provides an opportunity for experiential learning about key features of cap-and-trade markets.
{"title":"Cap-and-Trade Game: An Online Computer Game for Experiential Learning About Pollution Pricing","authors":"N. Yiannakoulias","doi":"10.1177/10468781231164144","DOIUrl":"https://doi.org/10.1177/10468781231164144","url":null,"abstract":"Background Many environmental policy problems require an understanding of complex processes that are difficult to understand in the abstract. The objective of this short research article is to describe the Cap-and-Trade Game, a multiplayer, asynchronous, online computer game that gives students an experiential learning opportunity to explore the operation of a cap-and-trade system. Methods Players take the role of firms and choose production levels, invest in research and development, adapt their decisions to changes in pollution allowances, speculate on changes on industrial output and participate in an allowance trading market. Results from a gaming session in a class of 38 undergraduate students are presented. Results Most students played the game, and a majority played regularly over the two-month gaming session. Players developed different strategies to out-compete other players in the game. Objective game performance and frequency of play were correlated. Conclusion The Cap-and-Trade Game provides an opportunity for experiential learning about key features of cap-and-trade markets.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-24DOI: 10.1177/10468781231178406
M. Schijven, T. Kikkawa
{"title":"What Does A Game Need to Become A Classic?","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781231178406","DOIUrl":"https://doi.org/10.1177/10468781231178406","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.1177/10468781231178491
M. Chau, Elio Stefan Arruzza
Background Simulation-based learning is a crucial educational tool for disciplines involving work-integrated learning and clinical practice. Though its uptake is becoming increasingly common in a range of fields, this uptake is less profound in diagnostic radiography and computed tomography. Aim This study explored whether CT simulator software may be a viable option to facilitate the development of practical clinical skills in an effective, safe and supported environment. Methods A cross-sectional mixed methods design was employed. Students in their third year of study undertook formal simulation CT learning using the Siemens SmartSimulator, prior to a six-week off-campus clinical experience. A pre- (n = 42, response rate = 39%) and post-clinical placement Likert scale survey was completed (n = 21, retention rate = 50%), as well as focus group interviews to gather qualitative data (n = 21). Thematic analysis was employed to explore how the simulator developed students’ knowledge of CT concepts and preparedness for clinical placement. Results Survey scores were high, particularly in terms of satisfaction and relevancy. Focus groups drew attention to the software’s capacity to build on foundational principles, prepare students for placement and closely emulate the clinical environment. Students highlighted the need for continual guidance and clinical relevance and maintained that interactive simulation was inferior to real-world clinical placement. Conclusion The integration of CT simulator software has the potential to increase knowledge, confidence, and student preparation for the clinical environment.
{"title":"Maximising Undergraduate Medical Radiation Students’ Learning Experiences Using Cloud-Based Computed Tomography (CT) Software","authors":"M. Chau, Elio Stefan Arruzza","doi":"10.1177/10468781231178491","DOIUrl":"https://doi.org/10.1177/10468781231178491","url":null,"abstract":"Background Simulation-based learning is a crucial educational tool for disciplines involving work-integrated learning and clinical practice. Though its uptake is becoming increasingly common in a range of fields, this uptake is less profound in diagnostic radiography and computed tomography. Aim This study explored whether CT simulator software may be a viable option to facilitate the development of practical clinical skills in an effective, safe and supported environment. Methods A cross-sectional mixed methods design was employed. Students in their third year of study undertook formal simulation CT learning using the Siemens SmartSimulator, prior to a six-week off-campus clinical experience. A pre- (n = 42, response rate = 39%) and post-clinical placement Likert scale survey was completed (n = 21, retention rate = 50%), as well as focus group interviews to gather qualitative data (n = 21). Thematic analysis was employed to explore how the simulator developed students’ knowledge of CT concepts and preparedness for clinical placement. Results Survey scores were high, particularly in terms of satisfaction and relevancy. Focus groups drew attention to the software’s capacity to build on foundational principles, prepare students for placement and closely emulate the clinical environment. Students highlighted the need for continual guidance and clinical relevance and maintained that interactive simulation was inferior to real-world clinical placement. Conclusion The integration of CT simulator software has the potential to increase knowledge, confidence, and student preparation for the clinical environment.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49553791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-06DOI: 10.1177/10468781231175013
J. M. Ocaña, E. Morales-Urrutia, D. Pérez-Marín, C. Pizarro
Background Gamification is a promising field of research that can benefit education. In particular, it can benefit teaching programming to children. Emotional Learning Companions (ELCs) are interactive systems that dialogue with the students as well as provide them with emotional support. Intervention The design of ELCs was extended with gamification to teach programming to Primary Education children. Riddles, levels, badges, and a leader board with trophies among other traditional gamification elements were incorporated into the learning companion, as well as game mechanics, aesthetics and connection with the players (students) to increase their learning, motivation and satisfaction levels. Methods A pre-post test single group experimental research design was followed to test the proposal. In total, 137 students aged between 10 and 12 years used the gamified learning companion during an academic year in Ecuador. Results The results showed a significant increase in students’ learning scores as well as satisfaction and motivation levels above 90%. Conclusion Therefore, the conclusion is that gamifying ELCs to teach programming in Primary Education can improve students’ learning scores, satisfaction, and motivation levels.
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