Published on June 23, 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)
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