CliNCare: An Educational Game—The Reasoning Behind the Graphic Choices and Their Impact on Player Opinions

Terton, Uwe; Smyth, Graeme; Wright, Hattie H

doi:10.1007/s40869-020-00111-7

Cited by 5 publications

(7 citation statements)

References 19 publications

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“…Re ecting on research using technology to enhance learning 39 , we carefully employed a student-focused user acceptance approach that linked user experience and authentic problem design, and allowed for multiple outcomes including the patient becoming unwell 30 . Furthermore, the game combined the clinical setting with the resources and information found in an acute care setting, thereby creating a spatial and geographic context for the information and data analysis processes 29 . This supported students to contextualise the nutrition care process as a non-linear interactive process between student dietitians, patients, and other health-care professionals in the hospital environment.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, students noted this game brought forward key place-based and person-based elements such as what is found in a clinical setting, what other professional staff they would interact with, how data would be collected, as well as care and empathy for a patient 29 , which are hard to teach using paperbased cases. Importantly CliNCare created a space to think about thinking, and the impacts of insu cient or inaccurate data collection practices on patient wellbeing.…”

Section: Discussionmentioning

confidence: 99%

“…Subject experts in game-based learning, the MNT, and an academic developer developed a learning experience survey which consisted of level of agreement statements and open-ended questions. Statements were on students' learning experiences related to authenticity and nutrition care planning (reported here), as well as connection to the game (reported elsewhere) 29 . A 5-point Likert-scale (1 = strongly disagree, 5 = strongly agree) was used to evaluate statements.…”

Section: Learning Experiencementioning

confidence: 99%

“…The game is text-and imagery-based. Images were created in a cartoon-based style and imported into Unity (version 5), and details on the game's graphical design are published elsewhere 29…”

Section: Introductionmentioning

confidence: 99%

“…Subject experts, one of whom taught the MNT course, wrote the case scenario for the game with inputs from two external dietetic educators who acted as moderators. The game development is described elsewhere 29,30 . The game was named CliNCare, an abbreviation for clinical reasoning in the nutrition care process.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

An online serious game improves aspects of clinical reasoning skills in dietetic students

Wright

Tweedie

Ashford

2022

Preprint

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Virtual learning environments, including computer-assisted instruction and game-based learning, have become increasingly popular as educational tools. The present study sought to evaluate the potential of an online serious game to improve the clinical reasoning ability of pre-placement dietetic students during nutrition care planning (NCP). A pre-post-test study design investigated lower- and higher-level clinical reasoning skills in 43 pre-placement dietetics students, as well as perceptions on learning experiences, self-confidence, and views of NCP. Students’ ability to discriminate information, prioritise, and develop an appropriate nutrition intervention plan improved. Serious online games have potential to improve clinical reasoning skills in NCP.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Learning Experiencementioning

confidence: 99%

“…The game is text-and imagery-based. Images were created in a cartoon-based style and imported into Unity (version 5), and details on the game's graphical design are published elsewhere 29…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

An online serious game improves aspects of clinical reasoning skills in dietetic students

Wright

Tweedie

Ashford

2022

Preprint

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Assessing Player Preferences for Non-Photorealistic Rendering Artistic Styles in 3D Video Game Character Design

Riefard,

Herumurti,

Fabroyir

2024

2024 8th International Conference on Information Technology, Information Systems and Electrical Engineering (ICITISEE)

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Primary Student and Teacher Game Based Learning Engagement: The Problem and the Challenge

Hidayat

Sutrisno

2023

KSS

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Teacher and student engagement are critical factors that have a significant impact on the learning process. The use of educational games has been shown to make learning more interactive and fun, while also promoting a sense of motivation and engagement among students. This paper aims to investigate the factors that influence student and teacher involvement in game-based learning and how to minimize the potential problem during the classroom intervention. In this preliminary study, we employ a literature review method to find the correlation between teacher and student perspectives in games, and how game-based learning potentially can improve this engagement. Research has found that teacher and student engagement are crucial factors in the learning process and that teachers play a vital role in promoting student engagement. Students who view games as relevant to their learning goals tend to be more engaged and motivated to learn. When teachers view games as a valuable tool for teaching and learning, they are more likely to incorporate them into their instruction and create opportunities for students to use them. This, in turn, leads to increased student engagement, motivation, and learning. Additionally, the use of games in the classroom has the potential to enhance the learning experience for both teachers and students. A key purpose for this review is to provide a framework that teachers might use to construct effective classroom engagement pedagogies. Keywords: teacher and student engagement, educational game, game-based learning

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CliNCare: An Educational Game—The Reasoning Behind the Graphic Choices and Their Impact on Player Opinions

Cited by 5 publications

References 19 publications

An online serious game improves aspects of clinical reasoning skills in dietetic students

An online serious game improves aspects of clinical reasoning skills in dietetic students

Assessing Player Preferences for Non-Photorealistic Rendering Artistic Styles in 3D Video Game Character Design

Primary Student and Teacher Game Based Learning Engagement: The Problem and the Challenge

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