Skip to main content

Factors Affecting Success in a Digital Simulation Game for Nurse Training

  • Conference paper
  • First Online:
Games and Learning Alliance (GALA 2020)

Abstract

Serious games have been developed in recent years as an essential tool for the improvement of students’ decision-making skills and performance. They evolved in various domains, especially in the healthcare field. Healthcare professional experts and trainers indicate the importance of designing educational environments and educational programs in order to reproduce with high fidelity the professional context. Therefore, data gained through gaming is explored and exploited to extract information about the learning strategies. In this work, we explore data that was collected during courses in which students used a simulation game called CLONE (Clinical Organizer Nurse Education). This serious game has been designed to train nursing students in work organizations. With the implementation of statistical approaches, we intended to study factors that impact on the success of the game. Considering game sessions from 3 different angles, we try to answer the following questions: 1) Does the duration of the game session has an impact on gaming outcomes? 2) Which errors do students commit during the game? 3) Do students achieve learning progress by repeating the game? Eventually, we discussed obtained results and future work.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., Fernández-Manjón, B.: Applications of data science to game learning analytics data: a systematic literature review. Comput. Educ. 141, 103612 (2019). https://doi.org/10.1016/j.compedu.2019.103612. http://www.sciencedirect.com/science/article/pii/S0360131519301654

  2. Baker, R., Clarke-Midura, J., Ocumpaugh, J.: Towards general models of effective science inquiry in virtual performance assessments. J. Comput. Assist. Learn. 32(3), 267–280 (2016). https://doi.org/10.1111/jcal.12128. https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12128

  3. Chatti, M.A., Dyckhoff, A.L., Schroeder, U., Thüs, H.: A reference model for learning analytics. Int. J. Technol. Enhanc. Learn. 4(5/6), 318–331 (2012). https://doi.org/10.1504/IJTEL.2012.051815

  4. Cheng, M.T., Lin, Y.W., She, H.C.: Learning through playing virtual age: exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. Comput. Educ. 86, 18–29 (2015). https://doi.org/10.1016/j.compedu.2015.03.007. http://www.sciencedirect.com/science/article/pii/S0360131515000767

  5. Connolly, T., Boyle, E., Macarthur, E., Hainey, T., Boyle, J.: A systemic literature review of empirical evidence on computer games and serious games. Comput. Educ. 59, 661–686 (2012). https://doi.org/10.1016/j.compedu.2012.03.004

  6. Cornes, M.: Review of interprofessional education in the United Kingdom (1997–2013). J. Interprof. Care 29(1) (2014). https://doi.org/10.3109/13561820.2014.981479. Hugh Barr, Marion Helme, and Lynda D’Avray, Fareham: Caipe (2014). 131 p. ISBN 978-0-9571382-2-3. http://caipe.org.uk/silo/files/iperg-review-15-4-14-with-links-pdf.pdf

  7. Petit-dit Dariel, O., Raby, T., Ravaut, F., Rothan-Tondeur, M.: Developing the serious games potential in nursing education. Nurse Educ. Today (2013). https://doi.org/10.1016/j.nedt.2012.12.014

  8. Denden, M., Tlili, A., Essalmi, F., Jemni, M.: Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learn. Environ. 5, 29 (2018). https://doi.org/10.1186/s40561-018-0078-6

    Article  Google Scholar 

  9. Flin, R., Patey, R., Glavin, R., Maran, N.: Anaesthetists’ non-technical skills. Br. J. Anaesth. 105(1), 38–44 (2010)

    Article  Google Scholar 

  10. Forsyth, C., et al.: Operation ARIES!: methods, mystery, and mixed models: discourse features predict affect and motivation in a serious game. J. Educ. Data Mining 5, 147–189 (2013)

    Google Scholar 

  11. Gaba, D.M.: The future vision of simulation in health care. BMJ Qual. Saf. 13(suppl 1), i2–i10 (2004)

    Article  Google Scholar 

  12. Gough, S., Hellaby, M., Jones, N., MacKinnon, R.: A review of undergraduate interprofessional simulation-based education (IPSE). Collegian 19(3), 153–170 (2012)

    Article  Google Scholar 

  13. Graafland, M., Schraagen, J.M., Schijven, M.: Systematic review of serious games for medical education and surgical skills training. Br. J. Surg. 99, 1322–1330 (2012). https://doi.org/10.1002/bjs.8819

  14. Hu, J., Feijs, L.: A distributed multi-agent architecture in simulation based medical training. In: Pan, Z., Cheok, A.D., Müller, W., Chang, M. (eds.) Transactions on Edutainment III. LNCS, vol. 5940, pp. 105–115. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-11245-4_10

    Chapter  Google Scholar 

  15. Kerr, D., Chung, G.K.W.K.: Identifying key features of student performance in educational video games and simulations through cluster analysis. In: EDM 2012 (2012)

    Google Scholar 

  16. Kilmon, C., Brown, L., Ghosh, S., Mikitiuk, A.: Immersive virtual reality simulations in nursing education. Nurs. Educ. Perspect. 31, 314–7 (2009)

    Google Scholar 

  17. Laamarti, F., Eid, M., El Saddik, A.: An overview of serious games. Int. J. Comput. Games Technol. 2014, 15 (2014). https://doi.org/10.1155/2014/358152

  18. Lelardeux, C.P., Panzoli, D., Lubrano, V., Minville, V., Lagarrigue, P., Jessel, J.P.: Training the operating room staff in a virtual multiplayer and real-time environment to prevent adverse events: study of team situation awareness and decision making using the learning game 3D virtual operating room (2016)

    Google Scholar 

  19. Petri, G., Gresse von Wangenheim, C.: How games for computing education are evaluated? A systematic literature review. Comput. Educ. 107, 68–90 (2017). https://doi.org/10.1016/j.compedu.2017.01.004. http://www.sciencedirect.com/science/article/pii/S0360131517300040

  20. Pons Lelardeux, C., Galaup, M., Pingaud, H., Mercadier, C., Lagarrigue, P.: A method to balance educational game content and lesson duration: the case of a digital simulation game for nurse training. In: Auer, M.E., Hortsch, H., Sethakul, P. (eds.) ICL 2019. AISC, vol. 1134, pp. 125–136. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-40274-7_13

    Chapter  Google Scholar 

  21. Lelardeux, C.P., et al.: 3D real-time collaborative environment to learn teamwork and non-technical skills in the operating room. In: Auer, M.E., Guralnick, D., Uhomoibhi, J. (eds.) ICL 2016. AISC, vol. 544, pp. 143–157. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-50337-0_12

    Chapter  Google Scholar 

  22. Lelardeux, C.P., Pingaud, H., Galaup, M., Ramolet, A., Lagarrigue, P.: The challenge of designing interactive scenarios to train nurses on rostering problems in a virtual clinical unit. In: Auer, M.E., Tsiatsos, T. (eds.) ICL 2018. AISC, vol. 916, pp. 589–601. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-11932-4_56

    Chapter  Google Scholar 

  23. Riem, N., Boet, S., Bould, M., Tavares, W., Naik, V.: Do technical skills correlate with non-technical skills in crisis resource management: a simulation study. Surv. Anesthesiol. 58, 15 (2014). https://doi.org/10.1097/SA.0000000000000020

  24. Tlili, A., Essalmi, F., Jemni, M., Kinshuk, D.: An educational game for teaching computer architecture: evaluation using learning analytics, pp. 1–6, December 2015. https://doi.org/10.1109/ICTA.2015.7426881

Download references

Acknowledgements

This work is a part of a global innovative IT program whose partners are University Champollion and the French Regional Healthcare Agency (Occitanie).

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Daria Novoseltseva .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Novoseltseva, D., Pons Lelardeux, C., Jessel, N. (2020). Factors Affecting Success in a Digital Simulation Game for Nurse Training. In: Marfisi-Schottman, I., Bellotti, F., Hamon, L., Klemke, R. (eds) Games and Learning Alliance. GALA 2020. Lecture Notes in Computer Science(), vol 12517. Springer, Cham. https://doi.org/10.1007/978-3-030-63464-3_25

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-63464-3_25

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-63463-6

  • Online ISBN: 978-3-030-63464-3

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics