Using a Serious Game to Train Violence Risk Assessment and Management Skills

Abstract

Background. Staff in healthcare and human services settings are frequently exposed to interpersonal violence and challenging behaviour that requires competence in assessing and managing the associated risks. The pressure to adequately manage these risks can result in high levels of workplace stress. Intervention. Students and workers face many barriers to receiving practical training in risk assessment and management, and serious gaming has shown promise as a method of learning in a realistic, experiential, and safe environment. This study examined whether a serious game was an effective and engaging method for training people to assess and manage challenging behaviours, compared to a traditional mode of learning. Method. The 78 participants in this quasi-experimental study were divided into a serious game condition and a traditional learning condition. Participants were scored on their acquired knowledge across five categories and surveyed on their level of engagement in the learning method. Results. Results demonstrated no significant differences between learning conditions on acquired knowledge, and significantly higher levels of engagement in the serious game condition. Conclusion. Serious games may offer an effective way of teaching risk assessment and management skills to novice healthcare professionals. As an engaging, cost-effective, authentic, flexible, and self-directed learning method, the advantages of utilising serious gaming as a training tool in healthcare and human services are substantial.

A study on the relation between industry 4.0 technologies and gamification in e-learning

“…The main technologies mentioned in gamification for online education are simulation with 70 articles, IoT with 56 articles and virtual or augmented reality with 46 articles. The aim is to introduce interactive sessions to reinforce teaching (Choudhury et al , 2009); implementing prototypes that simulate reality (Prochazkova et al , 2019; Chan et al , 2019; Johnsen et al , 2018; Fernández et al , 2016); presenting the content in modular structures combining face-to-face and virtual (Akaslan and Law, 2016); comparing results with conventional instruction (Mason and Loader, 2019); exploring knowledge retention and learning effectiveness (Hernández-Lara et al , 2019; Bernik et al , 2019; De-Marcos et al , 2017; Ibáñez et al , 2014); investigating student motivation in an electronic learning environment (Domínguez et al , 2013), among others. The technologies with less representation were additive manufacturing with four articles, followed by vertical or horizontal integration systems with five articles and autonomous robots with six articles (Table 3).…”

Gamification in E-Learning and Sustainability: A Theoretical Framework

“…In [108], games were used in virtual-world scenarios to take risks in a safe place for real-world activities. In [93], the students who completed the gamified experiment obtained better grades for practical tasks and overall scores; the results and effectiveness of learning compared to the traditional models is also presented in [102]. Learning to deal with complex and constantly evolving environments is also a result of this learning format [32].…”

“…It also allows for a fantastic metaphor and a dramatization dynamic underlying a problem-based learning strategy [95,128]. Still, it makes it possible to create more authentic and realistic environments that contribute to better identifying behaviors and greater involvement of participants [102].…”

Joguei, e agora? Reflexões acerca do potencial de contribuição dos Jogos Sérios no desenvolvimento de competências individuais nas organizações

“…Uma das alternativas para enfrentar essa dificuldade é o emprego de instrumentos de gamificação e de jogos sérios nos processos de treinamento e desenvolvimento organizacional. Essas estratégias têm sido reconhecidas como uma contribuição para o desenvolvimento dos profissionais, particularmente no que diz respeito ao desenvolvimento de conhecimentos, habilidades e atitudes, ou seja, elementos mobilizados que compõem as competências (Allal-Chérif, Bidan & Makhlouf, 2016;El Idrissi, Chemsi, El Kababi & Radid, 2022;Gurbuz & Celik, 2022;Jaunay et al, 2019;Le Boterf, 1995;Mason & Loader, 2019;Michael & Chen, 2006;Miguel, Lage & Galindez, 2020;Ypsilanti, Vivas, Räisänen, Viitala, Ijäs & Ropes, 2014). Por isso, a gamificação e os jogos sérios têm sido considerados ferramentas relevantes para programas de treinamento e desenvolvimento, especialmente em áreas sensíveis, como a interação homem-computador (Armstrong, Landers & Collmus, 2016;Armstrong & Landers, 2018;Deterding, 2018;Landers, 2018;van Bree, 2014).…”