I. Dunwell

Serious gaming technology in major incident triage training: A pragmatic controlled trial ☆

OBJECTIVEnBy exploiting video games technology, serious games strive to deliver affordable, accessible and usable interactive virtual worlds, supporting applications in training, education, marketing and design. The aim of the present study was to evaluate the effectiveness of such a serious game in the teaching of major incident triage by comparing it with traditional training methods.nnnDESIGNnPragmatic controlled trial.nnnMETHODnDuring Major Incident Medical Management and Support Courses, 91 learners were randomly distributed into one of two training groups: 44 participants practiced triage sieve protocol using a card-sort exercise, whilst the remaining 47 participants used a serious game. Following the training sessions, each participant undertook an evaluation exercise, whereby they were required to triage eight casualties in a simulated live exercise. Performance was assessed in terms of tagging accuracy (assigning the correct triage tag to the casualty), step accuracy (following correct procedure) and time taken to triage all casualties. Additionally, the usability of both the card-sort exercise and video game were measured using a questionnaire.nnnRESULTSnTagging accuracy by participants who underwent the serious game training was significantly higher than those who undertook the card-sort exercise [Chi2=13.126, p=0.02]. Step accuracy was also higher in the serious game group but only for the numbers of participants that followed correct procedure when triaging all eight casualties [Chi2=5.45, p=0.0196]. There was no significant difference in time to triage all casualties (card-sort=435+/-74 s vs video game=456+/-62 s, p=0.155).nnnCONCLUSIONnSerious game technologies offer the potential to enhance learning and improve subsequent performance when compared to traditional educational methods.

Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators: The SCAMP Framework

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs- Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project.

The Development and Assessment of a Team-Based Management Game

Educational games and simulations are increasingly becoming a feature of business and management training. These are often team-based, conducted in a seminar room and simulate a business project or operation. However a number of questions need to be answered. Are these games effective in achieving the goals for which they are intended, that is to enhance participants’ knowledge and soft skills? Can games of this genre be developed in a cost-effective way? Are they being designed in accordance with research-driven recommendations and best educational practices to achieve maximum effect? The particular genre of game examined in this study is referred to as Team Based Mixed Reality (TBMR) games, as these games involve a blend of live interactions and social discussion but are also computer-assisted, i.e. with digital game elements. Mixed reality blends physical and digital interactions. Team Based refers to the focus upon social interactions in the game play activities. This chapter describes the process of designing and constructing a game of that genre and measuring its effectiveness through a series of game trials using a sample (n = 101) of participants. Initial investigations are conducted into similar games currently used in Higher Education (HE) and a review of recent literature on game design and assessment leads to the hypothesis that there are ways of constructing a more effective business game, drawing on learning theory and good practice in game design, which leading to improved knowledge and decision-taking skills. The concepts and design features incorporated in the new game are then described, along with the procedures used in its development and the subsequent pre-and post testing for measured improvement in knowledge and soft skills. A number of factors are considered which can determine success in game design, notably alignment to the learning objectives, motivation, challenge, goal-setting, collaboration, competition and feedback. With due attention to these elements a game was developed to simulate a complete business operation, during which competing teams make a series of strategic and tactical decisions. The strategic issues are product pricing, expansion and funding of new facilities, whilst tactical opportunities relate to the hiring of key staff, product promotion, choice of suppliers, quality and outsourcing of parts and labour. Following a pilot with postgraduate students in an HE institution, a series of trials were conducted in the same institution with undergraduate classes taking a second year business-related module. Six classes, two of which comprised Chinese students, were asked to participate in game sessions while five classes were used as a control group. Identical pre- and post-tests were given in both cases. Scores from test questions, after adjusting for control scores, relating to factual knowledge indicated no significant improvement in real knowledge (n = 101, mean improvement 4.04 % p = 0.13). Corresponding results, however, from test questions relating to decisions-taking (what would you do if …?) showed a significant improvement in mean scores (n = 101, mean improvement 11.73 %, p = 0.005). Additionally, in a five-question survey, participants themselves rated the game experience highly against these two criteria and also for motivation, entertainment and in comparison to a conventional lesson. However both test and perception ratings for the two classes of Chinese students were significantly lower than those for Non-Chinese classes, which may be explained by language or cultural background.

iSpace- Smart Monitoring of Higher and Further Institutions in UK

In the last decade, Further and Higher education institutes in the UK are face with demands to reduce the energy and carbon emissions as a result of the climate changes and rising energy prices. iSpace proposes an innovative approach to closing the feedback loop between users and their carbon footprint. This approach is realised through greater user engagement facilitated by more accessible and transparent remote monitoring and control of carbon usage using the Shaspa Service framework. The Shaspa Service Framework enables individual users within FE/HE institutions to compare their energy consumption with others and to monitor the performance of individual buildings via the build in social energy meter.