Serious Games to support Reflection in the HealthCare Sector

Authors

  • Lucia Pannese
  • Dalia Morosini imaginary srl

DOI:

https://doi.org/10.17083/ijsg.v1i3.30

Keywords:

serious games, reflection, learning by reflection

Abstract

This paper describes two serious games designed for care homes and hospitals to support reflection in learning in the frame of the MIRROR project. The games aim to empower and engage employees to reflect on past work performances and personal learning experiences in order to learn in ‘real-time’ and to creatively solve pressing problems. The games, designed for new nurses and carers, were tested with more than 200 users with different methods (quantitative and qualitative). Results collected so far seem to underline how the various gaming characteristics and supports offered by the Virtual Tutor (within the games) create favorable conditions so as to allow learners to adopt a reflective attitude towards their own past/present acts and experiences.

Author Biography

Dalia Morosini, imaginary srl

graduated with honors in 2010 in Developmental and Communication Psychology at the Catholic University of Milan, Chartered Psychologists since 2012, now i'm working as project manager in several european research projects (MIRROR http://www.mirror-project.eu/, PEGASO http://www.pegasof4f.eu/)

References

[1] Kalapanidas, E., Davarakis C., Fernandez Aranda F., Jiménez-Murcia S., Kocsis O., Ganchev T., Kaufmann H., Lam T., Konstantas D., PlayMancer: Games for Health with Accessibility in Mind. Communications & Strategies 73, 105 – 120, 2009.
[2] Admiraal, W. Huizenga, J., Akkerman, S., & Dam, G. ten, The concept of flow in collaborative game-based learning. Computers in Human Behavior 27, 1185-1194, 2011. http://dx.doi.org/10.1016/j.chb.2010.12.013
[3] Katz, J. E., LaBar, W. & Lynch, E. Creativity and technology: Social media, mobiles and museums. Edinburgh: MuseumsEtc., 2011.
[4] Peng, W., Lee, M., & Heeter, C. The effects of a serious game on role-taking and willingness to help. Journal of Communication 60, 4, 723-742, 2010. http://dx.doi.org/10.1111/j.1460-2466.2010.01511.x
[5] Kelly H., Howell K., Glinert E., Holding L., Swain C., Burrowbridge A., Roper M., How to build serious games. Communications of the ACM 50, 7, 44-49, 2007. http://dx.doi.org/10.1145/1272516.1272538
[6] Howell, K. Games for Health Conference 2004: Issues, Trends, and Needs Unique to Games for Health. Cyberpsychology & Behavior 8, 103-109, 2004. http://dx.doi.org/10.1089/cpb.2005.8.103
[7] Nøhr, C. & Aarts, J. Use of ‘serious health games’ in health care: a review. Information Technology in Health Care: Socio-Technical Approaches 2010: From Safe Systems to Patient Safety 157, 160, 2010.
[8] Vygotsky, L.S. Mind in society: The development of higher psychological processes.Cambridge, Harvard University Press, 1978.
[9] Krogstie B., Prilla M., Knipfer K., Wessel D., Pammer V., Computer support for reflective learning in the workplace: A model. Proc. 2012 Ieee Int. Conf. Adv. Learn. Technol. Icalt 2012. http://dx.doi.org/10.1109/icalt.2012.107
[10] Boud, D. & Keogh, R. Reflection: Turning Experience into Learning. London: RoutledgeFalmer, 1985.
[11] Pannese, L., Prilla, M., Ascolese, A. & Morosini, D. Serious Games for Reflective Learning – experiences from the MIRROR project. In ‘Cases on Digital Game-Based Learning: Methods, Models and Strategies’, IGI Global, 2012.
[12] Stahl, G. Contributions to a theoretical framework for CSCL. In G. Stahl (Eds.), Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002 (pp. 62-71). Boulder, CO: Lawrence Erlbaum Associates. http://dx.doi.org/10.3115/1658616.1658626

Downloads

Published

2014-09-01

How to Cite

Pannese, L., & Morosini, D. (2014). Serious Games to support Reflection in the HealthCare Sector. International Journal of Serious Games, 1(3). https://doi.org/10.17083/ijsg.v1i3.30

Issue

Section

Articles