Analyzing the Impact of e-Caducée, a Serious Game in Pharmacy on Students’ Professional Skills over Multiple Years

Oliver-Quelennec, Katia; Bouchet, François; Carron, Thibault; Pinçon, Claire

doi:10.5220/0010453903310338

Cited by 2 publications

(2 citation statements)

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“…Through this study, and in particular with the additional traces, we open perspectives such as improving the quality of group dynamics, an important point to enable remote collaborative work and fully validate this tool. We also have been able to focus on using post-session questionnaires to understand group dynamics and identify potential favourable conditions for successful collaboration through (1) an analysis of speech acts based on (McNair et al, 2010), and (2) finding links with Belbin's collaboration profile (Oliver-Quelennec et al, 2022). Such analyses could help in enhancing initial group formation or during a session to identify clues indicating a less productive collaboration.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool

Oliver-Quelennec

Bouchet

Carron

et al. 2022

Cognition and Exploratory Learning in the Digital Age

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In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Cardbased tools are a common co-design method to collect users' needs, but this tangible format limits data collection and usage. We propose here two steps: first to adapt an existing co-design card deck-based method for an online use, then to leverage the benefits of the digital format to trace data with a research focus to study the dynamics of collaboration. We also assess whether the previously adapted digital tool has the same impacts as the face-to-face original method. Beyond the case described here, this chapter aims at identifying key factors and points of attention identified in adapting a cardbased co-design method into a digital version for designing learning dashboards, and which elements can be traced in order to study collaboration and propose future improvement to the method. This digital adaptation was tested by university students in different contexts (n=177). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated our digital tool as almost as suitable as the original method. Then, we compared the use of the digital adaptation online with this use in face-to-face sessions which were less successful. We conclude by showing how the added traces open new perspectives to understand collaboration through links between speech acts and collaboration profiles or defining adapted dashboard for students.

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Section: Discussionmentioning

confidence: 99%

Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool

Oliver-Quelennec

Bouchet

Carron

et al. 2022

Cognition and Exploratory Learning in the Digital Age

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show abstract

“…E, incluso, promueve estilos de vida saludable que favorecen la salud ocupacional (Zhang et al, 2021). Autores como Oliver-Quelennec (2021) proponen el aprendizaje a través del juego e-Caducée para adquirir algunas habilidades profesionales. La posibilidad de enfrentarse a problemas reales aumenta la motivación de los/as estudiantes por aprender (Mas-Machuca et al 2019).…”

Section: Pertinencia De Las Publicaciones Encontradasunclassified

Análisis de las publicaciones presentes en WoS y Scopus. Posibilidades de búsqueda para evitar literatura fugitiva en las revisiones sistemáticas

Pedraza-Navarro

Sánchez-Serrano

2022

RiiTE

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The current paper carries out a systematic revision of existing literature around the use of gamification in Higher Education. The aim is to the reveal the existence of fugitive literature that can appear when carrying out research following this method. From six hypothesis, and on the basis of this study, substantive and extrinsic variables which can detect the present or absence of publications on gamification in WoS and Scopus are analysed. Eligibility requirements include the following key words: ‘Gamification’, ‘Game Based Learning’, ‘Higher Education’, or ‘University’ in both, Spanish and English, being the filter used for query Open Access. The main sample is made of 246 publications, and 89% of them show relevance to the area under study. The great majority of articles published in the last five years in countries such as Switzerland, where most works about gamification in Higher Education are produced. They are mostly written in English. And the journal that contains most of the articles about this topic is Sustainability, indexed in WoS and Scopus. The latter seems to be the database with higher indexing of articles, among the ones here analysed, far from ESCI. Through our analysis and the results obtained the different reasons for fugitive literature are justified. This study states, at the end, the necessity to search in different databases from WoS and Scopus to reduce the amount of fugitive literature, mainly when systematic revisions in a language different from English need to be done. En el presente artículo se realiza una revisión sistemática de la literatura existente en torno al uso de la gamificación en la Educación Superior, con el objetivo de mostrar la existencia de literatura fugitiva que puede surgir al realizar cualquier investigación bajo este método. A través de seis hipótesis de partida, y en base a la naturaleza del estudio, se analizan variables sustantivas y extrínsecas que permiten detectar el motivo de la presencia o ausencia de publicaciones sobre gamificación en Wos y Scopus. Los criterios de elegibilidad incluyen las palabras clave “Gamificación” o “Aprendizaje Basado en el Juego” y “Educación Superior” o “Universidad” en español e inglés, siendo el filtro utilizado para la búsqueda Open Access. El n que conforma la muestra es de 246 publicaciones, de las cuales el 89% muestran pertinencia con el área objeto de estudio. Se trata, en su mayoría, de artículos publicados en los últimos cinco años, en países como Suiza, donde se concentra la mayor cantidad de trabajos sobre el uso de la gamificación en Educación Superior. El idioma en el que están publicados los trabajos analizados es, principalmente, inglés. Y la revista que presenta un mayor número de artículos sobre la temática es Sustainability, indexada en WoS y Scopus. Esta última resulta ser la base de datos con mayor indexación de artículos entre las analizadas, muy distanciada de ESCI. A través de los análisis realizados y los resultados obtenidos se justifican los diferentes motivos de la existencia de literatura fugitiva. El estudio concluye afirmando la necesidad de buscar en bases de datos diferentes a WoS y Scopus, para reducir la cantidad de literatura fugitiva, sobre todo cuando se trata de realizar revisiones sistemáticas en un idioma diferente al inglés

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Analyzing the Impact of e-Caducée, a Serious Game in Pharmacy on Students’ Professional Skills over Multiple Years

Cited by 2 publications

References 0 publications

Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool

Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool

Análisis de las publicaciones presentes en WoS y Scopus. Posibilidades de búsqueda para evitar literatura fugitiva en las revisiones sistemáticas

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