Game-Based Learning: A workshop to inform educators and engage contemporary learners

Making
It
Happen:

Enhancing
Educa@on
through
Games
&
Storytelling

Game-‐Based
Learning:
A
workshop
to

inform
educators
and
engage

contemporary
learners

Eric
B.
Bauman,
PhD

RN,
Paramedic

.
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.

©Bauman
2012
Rights
Reserved

Professional
Affilia@ons

Disclosures/Conflict
of
Interest

DeVry
Inc.,
Healthcare
Group

•  Associate
Director
For
Simula@on
–
Center
for
Simula@on
Excellence

Managing
Member
–
Clinical
Playground,
LLC

Managing
Member
–
Forensic
Analy@cs,
LLC

Games+Learning+Society

•  Affiliate

Society
for
Simula@on
in
Healthcare
(SSH)

•  Chair
–
Website
Commi[ee

•  Co-‐Chair

–
Serious
Games
and
Virtual
Environments
Special
Interest
Group

Springer
–
contract
for
forthcoming
book
on
Game-‐Based
learning
and
Clinical
Educa@on

Adjunct
Faculty
–
CAE
Healthcare

Relevant
Stock
–
CAE,
Zynga,
Pfizer,
GE

.
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.

©Bauman
2012
Rights
Reserved

Objec@ves

Par@cipants
will
recognize
the
poten@al
for
student
engagement
by
integra@ng
game-‐
based
learning
into
today’s
digital
and
media
rich
educa@onal
environments.

Par@cipants
will
iden@fy
the
importance
of
objec@ve
iden@ﬁca@on
and
“ﬁt”
when

using
digital
and
game-‐based
learning
pedagogy.

Par@cipants
will
examine
contemporary
theory
for
game-‐based
and
virtual
learning

environments.

Par@cipants
will
be
able
to
include
game-‐based
learning
in
their
own
professional

environments.

Par@cipants
will
experience
Game-‐Based
Learning.

.
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.
.

©Bauman
2012
Rights
Reserved

Icebreaker

.
.
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.
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.
.

©Bauman
2012
Rights
Reserved

What
are
we
going
to
Explore
&
Talk
about

Components
of
Game-‐Based
Learning

Developing
a
game
versus
repurposing

High
Tech
versus
Low
Tech
–
Spectrum
of
possibili@es

Integra@ng
Game-‐Based
Learning
–
Return
on
Investment
(ROI)

.
.
.
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.
.

©Bauman
2012
Rights
Reserved

Wait,
Wait,
Wait

Hold
on
a
minute…
What
sort
of
games
is
this

guy
talking
about?

h[p://nintendo.wikia.com

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.
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.
.

©Bauman
2012
Rights
Reserved

OK…
A
bit
of
Background

Rela@onship
between
Learning
and
Play

Rela@onship
between
Simula@on
and
Game-‐Based
Learning

h[p://nintendo.wikia.com

h[p://www.thehealingblade.com

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.

©Bauman
2012
Rights
Reserved

Instruc@onal
or
Serious
Games,
and
Simula@on

•  Tradi@onal
Perspec@ve
on
Games

–  Goal
Oriented

–  Rule
Based

–  Sense
of
Consequence

•  Rewards
or
otherwise

•  Tradi@onal
Perspec@ve
on
Simula@on

–  Imita@on
of
something
real

–  Representa@on
of
key
design
elements
or

variables
of
a
system
or
process

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.
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.
.

©Bauman
2012
Rights
Reserved

Review
of
historical
pedagogy
suppor@ng
simula@on-‐
&
now
game-‐based
learning
for
clinical
educa@on

Note
the
term
clinical
educa5on
is
being
used
very
broadly
here

•  Experien@al
Learning

–  Kolb’s
Learning
Cycle

–  Benner:
Thinking-‐in-‐ac@on

–  Schön
:
Thinking-‐on-‐ac@on

While
these
theories
predate
modern
Simula@on
and

Game-‐Based
Learning,
they
do
share
the
common
and

useful
theme
of
experien@al
learning

©Bauman
2011
Rights
Reserved

Kolb’s
Learning
Cycle

©Bauman
2012
Rights
Reserved

Schön: Thinking-on/in-action
©Bauman
2012
Rights
Reserved

In
Schön’s
theory
the
professional
engages
in
a

dialog
with
a
problema@c
situa@on
or
experience
and

listens
to
back-‐talk,
a
form
of
self
generated

feedback
that
helps
guide
and
inform
decision-‐
making

•  Thinking-‐on-‐ac@on

•  Thinking-‐in-‐ac@on

Benner: Thinking-in-action
©Bauman
2012
Rights
Reserved

Argues
that
thinking-‐in-‐ac5on,
the
use
of

previous
experiences
to
reﬂect
on
during
real

world
prac@ce,
diﬀeren@ates
the
quality
of
the

decisions
made
by
novices
and
experts

Contemporary
Perspec@ve
on
Games
and
Simula@on

Higher
Order
Simula/on

Higher
order
simula@on
includes
and
integrates

behavioral
components
of
learning
based
on

situated
cogni5on
into
designed
experiences

exis@ng
within
created
spaces,
whether
those

spaces
exist
in
a
ﬁxed
or
virtual
environment

©Bauman
2012
Rights
Reserved

Contemporary
Perspec@ve
on
Games
and
Simula@on

Ludology

A
rela@vely
new
term
that
relates
to
the
study
of
games

and
other
forms
of
play…

Badges

Interac@vity

Narra@ve

Engagement

Leader
Board

High
Scores

System
of
Rewards
Consequence

©Bauman
2012
Rights
Reserved

Does
higher
order
simula@on
cons@tute

Ludology?

Games
+
Simula@on

•  Goal
Oriented

•  Rule
Based

•  Sense
of
Consequence

•  Imita@on
of
something
real
(Authen@city)

•  Accurate
representa@on
of
system(s)
and

related
processes

.
.
.
.
.
.
.
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.
.
.

©Bauman
2011
Rights
Reserved

Ludology

“We
are
entering
the
Ludic
Century…

…
we
will
use
games
to
shape
the
future
of
educa@on”

Eric
Zimmerman,
NYU
Games
Center

6/15/2011
at
GLS7

www.ericzimmerman.com/

h[p://gamecenter.nyu.edu/tag/eric-‐zimmerman
©Bauman
2012
Rights
Reserved

Gamifica@on

"the
use
of
game
design
elements
in
non-‐game
contexts”

Fitz-‐Walker,
2012

“To
some,
gamifica@on
is
the
Next
Great
Hope
for
deep
user
engagement”

Ma[hew
Jensen,
2012

Makes

content
more
engaging

Encourages
users
to
engage
in
desired
behaviors

Illustrates
a
path
to
mastery
&
autonomy

Provide
incen@ve
to
complete
chores
or
tasks
otherwise
seen
as
boring

Data
from
“gamified”
applica@ons
can
be
leveraged
for
CQI
Projects,
Curricula
&
ROI
Evalua@on

h[p://en.wikipedia.org/wiki/Gamifica@on

While
much
of
the
current
discussion
over
the
last
two-‐years
focuses
on
technology
and

gamifica@on,
the
concept
is
valid
in
any
curricular
context

©Bauman
2012
Rights
Reserved

Gamiﬁca@on

While
much
of
the
current
discussion
over
the
last

two-‐years
focuses
on
technology
and
gamiﬁca@on,

the
concept
is
valid
in
any
curricular
context

©Bauman
2012
Rights
Reserved

Gamifica@on

Faculty,
teachers,
and
training
staff
have
to
open
their
minds

to
find
crea@ve
ways
to
engage
contemporary
learners
and

con5nuing
educa5on
learners
who
are
disengaged
out
of
a

sense
of
repe@@ve
or
boring
curriculum

How
many
healthcare
clinicians
are
in
the
audience?

How
many
@mes
have
you
taken
a
CPR
or
ACLS
Course
in
your
career?

How
about
HIPAA
Training?

©Bauman
2012
Rights
Reserved

Metagaming

It
is
the
use
of
out-‐of-‐game
[out
of
curriculum]
informa@on
or

resources
to
aﬀect
one's
in-‐game
[prac@ce]
decisions…

Transcends
a
prescribed
rule
set
…uses
external
factors
to

aﬀect
the
game
[prac@ce],
or
goes
beyond
the
supposed

limits
of
the
game
[prac@ce]
environment

h[p://en.wikipedia.org/wiki/Metagaming

©Bauman
2012
Rights
Reserved

Ludic
Pedagogy

The
manner
through
which
games
teach
[learners]

players
to
play
[Learn]…

h[p://etd.lsu.edu/docs/available/etd-‐11092011-‐154402/unrestricted/jbroussard_disserta@on.pdf

The
ac@vity
of
play,
par@cularly
when
engaging
a
new

game
always
represents
a
learning
process

©Bauman
2012
Rights
Reserved

Food
for
Thought?

©Bauman
2012
Rights
Reserved

…What
is
the
rela@onship
between
Higher
Order
Simula@on

and
Ludology…

…let’s
think
about
how
games
are
related
to
simula@on…

…and
how
they
can
be
leveraged
for
clinical
educa@on
and

inter-‐professional
collabora@on
in
ways
that
prepare

students
for
simula@on-‐based
learning….

…and
later
actual
clinical
prac@ce

Contemporary
Perspec@ve
on
Games
and
Simula@on

•  Created
Environment

•  Designed
Experience

•  Socially
Situated
Cogni/on

•  Ecology
of
Culturally
Competent
Design

Contemporary
Perspec@ve
on
Games
and
Simula@on

©Bauman
2012
Rights
Reserved

Created
Environment

An
environment
that
has
been
specifically
engineered
to
accurately

replicate
an
actual
exis@ng
space,
producing
sufficient
authen@city
and

fidelity
to
allow
for
the
suspension
of
disbelief.
Simulated
environments,

whether
fixed
in
the
case
of
mannikin-‐based
simula@on
laboratories

resembling
elaborate
theatrical
sets,
or
exis@ng
in
virtual
reality,
as
in
a

game-‐based
environments
are
created
environments.

-‐
Bauman
2007
-‐

Contemporary
Perspec@ve
on
Games
and
Simula@on

©Bauman
2012
Rights
Reserved

Designed
Experience

A
designed
experience
is
engineered
to
include
structured
ac@vi@es

targeted
to
facilitate
interac@ons
that
drive
an@cipated
experiences.

These
ac@vi@es
are
created
to
embody
par@cipant
experience
as

performance.
Many
theme
parks
are
based
in
part
on
the
theory
of

designed
experience.

-‐
Squire,
2006
-‐

Contemporary
Perspec@ve
on
Games
and
Simula@on

©Bauman
2012
Rights
Reserved

Socially
Situated
Cogni/on

Refers
to
learning
theory
that
is
situated
within
a
material,

social,
and
cultural
world.

Learning
that
is
situated
takes

place
in
contextually
speciﬁc
and
authen@c
environments

with
a
host
of
values
and
expecta@ons

-‐
Gee,1991,1993
-‐

Contemporary
Perspec@ve
on
Games
and
Simula@on

©Bauman
2012
Rights
Reserved

Ecology
of
Culturally
Competent
Design

Addresses
the
rigors
and
challenges
of
accurately
situa@ng

culture
within
virtual
environments
using
a
four-‐element

model
that
emphasizes
the
importance
of
ac5vi5es,
contexts,

narra5ves,
and
characters.
-‐
Bauman
&
Games
2010;
Games
&
Bauman,
2011
-‐

Who
Cares…
and
why
does
any
of
this
ma[er?

©Bauman
2012
Rights
Reserved

Because
the
best
and
brightest
learners
become:

Our
next
genera@on
of
scholars

Well
trained
and
excep@onally
educated
people
[clinicians,
teachers,

administrator,
etc..]
are
a
major
part
of
the
solu@on
to
the

healthcare
&

educa@on
crises
that
we
face
locally,
na@onally,
and

interna@onally

Engagement…

Why
is
Game-‐Based
Learning
Important

©Bauman
2012
Rights
Reserved

M.
Presky,
2001

Digital
Na/ves

People
who
were
born
with
(contemporary)
digital
technologies

already
in
existence.

Digital
Immigrants

Those
who
were
born
prior
to
(contemporary)
digital
technologies
and
migrated
into
the
digital

realm
adop@ng
the
technology
later
in
life.

©Bauman
2011
Rights
Reserved

Advantages
to
Game-‐Based
Learning

•  Diﬀerent
way
engaging
learners

•  A[ends
to
challenges
of
@me
and
distance

inherent
to
distribu@ve
educa@on

•  A[ends
to
aspects
of
accultura@on
not
always

available
in
the
tradi@onal
learning

environment

•  There
is
evidence
to
support
videogame

playing
and
some
types
of
procedural
training

.
.
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.
.
.
.
.
.
.

©Bauman
2012
Rights
Reserved

About
Today’s
Students

•  Today’s
students/learners
have
a
degree
of

technical
and
digital
literacy
that
generally
far

exceed
that
of
their
instructors

•  They
have
a
host
of
expecta@ons
in
how

informa@on
dissemina@on,
presenta@on,
and

transfer
will
take
place

•  Those
ins@tu@ons
that
fail
to
address
these

expecta@ons
will
fail
to
a[ract
and
retain
the
best

and
brightest
students

.
.
.
.
.
.
.
.
.
.
.

©Bauman
2011
Rights
Reserved

Transla@onal
Eﬀect

Serious
Games
[ludic
pedagogy]
leverage
created

environments
so
that
learning
takes
place
as

performance
though
carefully
designed

experiences
that
o|en
use
a
contextually
situated

narra5ve
to
promote
curriculum
objec@ves

©Bauman
2012
Rights
Reserved

Transla@onal
Effect

©Bauman
2012
Rights
Reserved

If
you
find
be[er
ways
to
engage
today’s
students
that
address

expecta@ons
of
professional
prac@ce
that
authen@cally
address

context,
performance,
accultura@on,
and

clinical
expecta@ons
you

will
effect
the
prac@ce
of
future
clinicians

Be[er
Prepara@on
=

Be[er
Prac@ce
=
Be[er
Pa@ent
Outcome

Transla@onal
Eﬀect

©Bauman
2012
Rights
Reserved

Be[er
Prepara@on
=

Prac@ce
Prac@ce
=
Be[er
Pa@ent
Outcome

Good
Fit

©Bauman
2012
Rights
Reserved

•  Using
technology
for
the
sake
of
technology
o|en

leaves
students
confused
and
faculty
frustrated

•  Understand
that
all
forms
of
technology
have
their

limita@ons

•  Play
down
the
“coolness”
and
“be-‐all…
end
all”
factor

with
students.

R.
Kyle

Fit
and
the
role
of
Orienta@on

©Bauman
2012
Rights
Reserved

Students
must
be
oriented
to
all
learning

environments
whether
they
are
in
actual
or
real-‐world

pa@ent
care
se~ngs,
the
simula@on

laboratory,
or
spaces
occupying
virtual
spaces
in
on-‐line

or
game-‐based
environments

More
On
Good
Fit…

•  O|en
using
virtual
environments
whether
online

or
found
in
ﬁxed
gaming
environments
are
best

leveraged
for
lessons
that
center
on
behavioral
or

decision
aspects
of
prac@ce
and
some
forms
of

targeted
psychomotor
training…

–  Accultura@on

–  Decision
Making

–  Team
Training

–  Workload/Time
Management

–  Procedural
Demonstra@on

.
.
.
.
.
.
.
.
.
.
.

©Bauman
2012
Rights
Reserved

Rela@onship
between
Objec@ves
&
Fit

Remember
Objec/ves
First

….
Everything
else
follows,
including:

Technology

In
other
words
how
can
technology
help
you
meet

your
curriculum
objec/ves!!!!!!!

.
.
.
.
.
.
.
.
.
.
.

©Bauman
2012
Rights
Reserved

Importance
of
debrieﬁng

when
engaging
a
Game-‐Based
learning
ac@vity

Plus
(+)

Delta
(

)

+
Things that went Things you might
well want to change

©Bauman
2012
Rights
Reserved

Evalua@on

New
Curricula
and
the
Technology
suppor@ng
it
should
be
evaluated

for
its
poten@al
ﬁt
within
an
exis@ng
curriculum

Integra@ng
technology
and
teaching
techniques
that
include
Simula@on

&
Game-‐Based
Learning
into
your
curriculum
represents
a
change
in

your
curriculum
and
must
be
evaluated

©Bauman
2012
Rights
Reserved

Research:
Suppor@ng
Educa@on…

©Bauman
2012
Rights
Reserved

•  Using
new
technology
for
the
sake
of
technology

results
in
frustrated
and
disenfranchised
teachers
and

learners!

•  Does
your
use
of
simula@on
and
game-‐based
learning

support
your
curricular
objec@ves?

•  Can
you
demonstrate
a
new
curriculum
or
a

curriculum
that
now
integrates
simula@on
and
game-‐
based
learning
into
it
is
as,
or
more
eﬀec@ve
than

standard
prac@ce?

Research:
Best
Prac@ces
&
Contribu@on…

©Bauman
2012
Rights
Reserved

•  The
concept
of
Best
Prac@ce
applies
to

educa@onal
processes
as
well
as
pa@ent

interven@ons
and
outcomes!

•  Inves@ga@on
defines
Best
Prac@ce?

•  Defining
Best
Prac@ce
is
fluid?

–  Best
Prac@ce
is
defined
by
current
knowledge.
The

knowledge
base
of
any
discipline,
par@cularly
in
the

health
and
biological
sciences
is
rapidly
evolving
and

changing.

OK
I’m
Sold…
How
do
I
get
started?

Students
and
Faculty
need
to
be
prepared
for
game-‐based
learning

•  Pick
your
objec@ves
first…
then
look
for
a
game
that
is
going
to
support
those
objec@ves

–  Introducing
the
students
to
each
other
(Icebreakers)
–
Geography
Game

–  Teamwork
–
Helium
S@ck

–  Informa@on

Processing
and
Discrimina@on
–
The
Nail
Game

–  Informa@on
Processing
and
Team
Work
–
The
Monkey
and
the
Mar@ni

–  Magic
Numbers
–
Problem
Solving

•  Just
like
Simula@on
–
Debriefing
is
essen@al
to
maximize
the
poten@al
for
experien@al
learning.

–  Kolb’s
Learning
Cycle

–  Benner:
Thinking-‐in-‐ac@on

–  Schön
:
Thinking-‐on-‐ac@on

•  While
games
are
fun…
with
learners,
par@cularly
adult
learners
incorpora@ng
games
into
your

curriculum
should
make
sense

–  They
should
be
situated

–  They
should
not
be
senseless
filler

–  They
should
be
well
rehearsed

©Bauman
2012
Rights
Reserved

“Helium
S@ck”

Experience
a
game-‐based
learning
ac@vity

“Nail
Game”

•  The
object
of
the
game
is
to
balance
all
of
the

nails
on
the
head
of
a
single
nail.

•  All
of
the
nails
have
to
be
balanced
at
the
same

@me
and
cannot
touch
anything
but
the
top
of
the

nail
that
is
stuck
in
the
base.
Are
you
up
to
the

challenge?

Monkey
and
the
Mar@ni

•  This
game
focuses
on
Core
Processes

•  Oh
Yeah…
We
make
up
the
rules
as
we
go
along!

What
sorts
of
Games
&
Environments
are
out
there…

©Bauman
2012
Rights
Reserved

MMOG’s
–
Massively
Mul@-‐player
online
Games
[Repurposing
Commercial
Games
and

exis@ng
mul@-‐media]

Starcra|
II

–
4.5
Million
Copies,
14
Languages,
5
Con@nents

World
of
WarCra|

Quest
Atlan@s
(K12
Audience)

50K
Children,
6
Con@nents

Second
Life
(+/-‐)

These
environments
provide
online
virtual
worlds
that
can
promote
many
of
the

objec@ves
we
ﬁnd
valuable
to
clinical
disciplines

Teamwork

Cri@cal
Thinking

Problem
Solving

Pa[ern
Recogni@on

The
Healing
Blade

Developed
by
two
physician/gamers,
Francis
Kong
and
Arun
Mathews,

Healing
Blade
plunges
the
player
into
a
world
of
sorcery
and
creatures,

where
real-‐world
knowledge
of
infec@ous
diseases
and
therapeu@cs

play
a
pivotal
role
in
the
winning
strategy.

www.thehealingblade.com

h[p://www.youtube.com/watch?v=Jqr-‐fs4-‐Gxc&feature=player_embedded

Virtual
Forensics
Lab
@
Boston
College

h[p://idesweb.bc.edu/forensicslab/

CliniSpace

h[p://www.youtube.com/watch?v=WlX_Gyo1QKg
h[p://clinispace.com/

h[p://vimeo.com/17279986

Hypercosm:
Handwash
Havok

h[p://www.hypercosm.com/medical.html/

Hypercosm:
Virtual
Arm

Exercise

At
your
table
brain
storm
how
you
might
use

Game-‐based
learning
meet
a
training
or

curriculum
objec@ve

– How
do
you
envision
your
idea
engaging

learners

– Why
would
it
be
transla@onal…
change
or

improve
prac@ce

.
.
.
.
.
.
.
.
.
.
.

©Bauman
2012
Rights
Reserved

Recap

•  Explored
the
poten@al
for
learner
engagement
when
using

game-‐based
learning
methods
and
strategies

•  We
discussed
the
importance
of
addressing
“Fit”
when
using

digital
and
game-‐based
pedagogy

•  Contemporary
theory
for
game-‐based
and
virtual
learning

environments
were
introduced
and
discussed

•  Strategies
for
introducing
game-‐based
learning
into

professional
and
educa@onal
environments
was
explored

•  Game-‐Based
learning
was
discussed,
demonstrated,
and

experienced

.
.
.
.
.
.
.
.
.
.
.

©Bauman
2011
Rights
Reserved

Contact
Informa@on

Eric
B.
Bauman,
PhD

ebauman@clinicalplayground.com

www.clinicalplayground.com

h[p://www.linkedin.com/in/ericbbauman

h[p://www.slideshare.net/ebauman

Clinical
Playground
LLC
@bauman1967

Selected
References

©Bauman
2012
Rights
Reserved

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