Learning with Games in Medicine and Healthcare

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Information about Learning with Games in Medicine and Healthcare
Entertainment & Humor

Published on June 23, 2014

Author: bohyunkim

Source: slideshare.net

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Presentation given at American Library Association 2014 Annual Conference, Las Vegas, NV. June 29, 2014

LEARNINGWITHGAMES IN MEDICINEANDHEALTHCARE Bohyun Kim Associate Director, Library Systems and Knowledge Applications University of Maryland, Baltimore, HS/HSL @bohyunkim http://bohyunkim.net American Library Association 2014 Annual Conference, LasVegas, NV. June 29, 2014 http://ala14.ala.org/node/14367 8:30-10AM LVCC N219

Gameas aPedagogicalTool • How effective are games in helping people in acquiring knowledge and skills that are difficult to obtain, rather than in pursuing sensory stimulation and fun? • Chapter (9): Bohyun Kim, “Learning with Games in Medicine and Healthcare and the Potential Role of Libraries,” in Games in Libraries: Essays onUsing Play to Connect and Instruct., edited by Breanne Kirsch, McFarland, 2014. pp. 152-170.

EducationalGame in Medicine • = Serious game • = Edutainment • = Game-based learning • = Digital game-based learning • An educational game is an attempt to enhance students’ experience and learning outcomes by applying the gaming elements and mechanisms to instruction. • Medicine and healthcare have been the early adopters of game-based learning.

Reception& PedagogicalEfficacy • Students and practitioners in health sciences and healthcare find games appealing. (Also patients) • Games appear to have a positive impact on the students’ perceptions of and attitudes towards a subject studied. • Games generally enhance student enjoyment and may improve long-term retention of information. • More methodically rigorous studies (RCTs) are necessary to properly assess the effectiveness of games in comparison to traditional lecture method.

Designingthe‘Flow’experience • Fully immersed in activities with a feeling of energized focus, full involvement, and enjoyment in the process of the activity. (- Mihály Csíkszentmihályi) • Control, task, feedback, improvement, progress • Usability • Logistics (Support of instructors) • Not all serious games in medicine and health sciences are technologically sophisticated or graphically elaborate like many popular commercial video games. • Social element

Variables foraGame’sPedagogicalEfficacy • Types of a game (Arcade, Adventure, Jeopardy, board, card, simulation, … ) • Content of learning • Level of learning • Types of a student

Formoreinformationandbibliography, • See the book chapter. Chapter (9): Bohyun Kim, “Learning with Games in Medicine and Healthcare and the Potential Role of Libraries,” in Games in Libraries: Essays onUsing Play to Connect and Instruct., edited by Breanne Kirsch, McFarland, 2014. pp. 152-170. • http://books.google.com/books?id=XV WoAgAAQBAJ&lpg=PA1&ots=CP4Ml mfe9Q&pg=PA152#v=onepage&q&f=f alse (Google Books)

Questions? Tally, the cat-like husky. Source: http://imgur.com/a/0KoeX

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