A Serious Game for Patient’ Rights Education

Bielser, Félicia; Bonnard, Delphine; Songuel, Yavavli; Jaccard, Dominique

doi:10.1109/segah52098.2021.9551898

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…The first project, Patients’ Rights and Innovative Teaching Strategies (PRITS) [ 12 ], aimed at designing and developing a serious game to support health students in learning about patient rights. The project team included 2 professors of law (lawyers specializing in patients’ rights), 1 health care lecturer, 1 educational researcher, 1 serious game expert, 1 graphic designer, and 2 computer scientists.…”

Section: Methodsmentioning

confidence: 99%

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study

Jaccard¹,

Suppan²,

Bielser³

2021

JMIR Serious Games

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Background Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. In a previous study, the co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a real usage context. Objective The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. Methods A mixed methods study was conducted, based on 2 serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (n=6). In a second phase, results inferred from qualitative data were used to define a quantitative instrument (questionnaire) that was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (n=11) were then asked to answer the questionnaire. Quantitative results were reported as median (Q1, Q3), and appropriate nonparametric tests were used to assess between-group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. Results In both phases, the participation rate was 100% (6/6 and 11/11). Verbatim transcripts were classified into 4 high level themes: (1) influence on collaborative dimensions; (2) impact on project course, monitoring, and efficiency; (3) qualitative perceptions of the framework; and (4) influence of team composition on the use of the framework. The web-based questionnaire was then developed according to the 7 dimensions of collaboration by Burkhardt et al. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from –42 to 42 (very negative to very positive). The overall median score was 23 (Q1, Q3: 20, 27), with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing significant expertise in serious game design to guide the development process. Conclusions The co.LAB framework had a positive impact on collaboration within serious game design and development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.

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Section: Methodsmentioning

confidence: 99%

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study

Jaccard¹,

Suppan²,

Bielser³

2021

JMIR Serious Games

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Game design elements of serious games in the education of medical and healthcare professions: a mixed-methods systematic review of underlying theories and teaching effectiveness

Aster,

Laupichler,

Zimmer

et al. 2024

Adv in Health Sci Educ

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Serious games, as a learning resource, enhance their game character by embedding game design elements that are typically used in entertainment games. Serious games in its entirety have already proven their teaching effectiveness in different educational contexts including medical education. The embedded game design elements play an essential role for a game’s effectiveness and thus they should be selected based on evidence-based theories. For game design elements embedded in serious games used for the education of medical and healthcare professions, an overview of theories for the selection lacks. Additionally, it is still unclear whether and how single game design elements affect the learning effectiveness. Therefore, the main aim of this systematic review is threefold. Firstly, light will be shed on the single game design elements used in serious games in this area. Second, the game design elements’ underlying theories will be worked out, and third, the game design elements’ effectiveness on student learning outcome will be assessed. Two literature searches were conducted in November 2021 and May 2022 in six literature databases with keywords covering the fields of educational game design, serious game, and medical education. Out of 1006 initial records, 91 were included after applying predefined exclusion criteria. Data analysis revealed that the three most common game design elements were points, storyline, and feedback. Only four underlying theories were mentioned, and no study evaluated specific game design elements. Since game design elements should be based on theories to ensure meaningful evaluations, the conceptual GATE framework is introduced, which facilitates the selection of evidence-based game design elements for serious games.

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DIJS: Methodology for the Design and Development of Digital Educational Serious Games

2023

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A Serious Game for Patient’ Rights Education

Cited by 3 publications

References 26 publications

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study

Game design elements of serious games in the education of medical and healthcare professions: a mixed-methods systematic review of underlying theories and teaching effectiveness

DIJS: Methodology for the Design and Development of Digital Educational Serious Games

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