Presentation at the 2nd UCL Festival for Digital Health - University College London about if the Games for health really work we present some experiments we carried out in the medical domain and we propose methodologies and learning analytics as the way to go

1. Games for health:
do they actually work?
Baltasar Fernandez-Manjon
balta@fdi.ucm.es , @BaltaFM
e-UCM Research Group , www.e-ucm.es
Festival for Digital Health: Fun and Games
University College London, 22/02/2016
Realising an Applied Gaming Eco-System

2. Do games for health actually Works?
In many cases, we are not fully sure
about it
- Usually, no full formal evaluation has been carried out
- Limited number of users
- Formal evaluation could be as expensive as creating the
game (or even more expensive)

3. Example: First Aid - CPR game
• Collaboration with Centro de Tecnologias Educativas de Aragon, Spain
• Identify a cardiac arrest and teach how to do a cardiopulmonary
resuscitation
• Oriented to middle and high school students
• Includes how to use a automatic defribilator
• Tested in 4 schools with 340 students
Marchiori EJ, Ferrer G, Fernández-Manjón B, Povar Marco J, Suberviola González JF, Giménez Valverde A.
Video-game instruction in basic life support maneuvers. Emergencias. 2012;24:433-7.
Available at http://first-aid-game.e-ucm.es

6. Evaluation
Simultaneous sessions with same time
One with game
Other with 2 emergency medical doctors with a medical
mannequin and an automatic defibrillator

7. First aid - CPR game Results
Pre-test and post-test for evaluating knowlege
game

8. Example: Surgical Safety Checklist
8
http://www.who.int/patientsafety/safesurgery/en/index.html

9. 9

10. 1
When implementation leaders did not explain why or show how
the checklist should be used, staff neither understood the
rationale behind implementation nor were they adequately
prepared to use the checklist, leading to frustration, disinterest,
and eventual abandonment despite a hospital-wide mandate
Conley, et at (2011). Effective surgical safety checklist implementation. Journal of the American
College of Surgeons, 212(5), 873–9

11. We created the Checklist Game
• Raise awareness about the checklist
• Learn how to apply it properly and consequences of not applying it
• Let practice it application in a free-risk environment
In cooperation with UCM (Surgical Department), Hospital Doce de Octubre, LCS-
MGH
http://sourceforge.net/projects/e-adventure/files/games/checklist/

12. Checklist game
• Formative evaluation at UCM and MGH/Harvard
• Final evaluation at 5 hospitals in Madrid (Clinico, 12 de Octubre, Santa
Cristina, Puerta de Hierro)
• Good results (but no formal results yet…)

13. Methodologies for game development
Torrente et at (2014) Development of Game-Like Simulations for Procedural Knowledge in Heathcare Education. IEEE Transactions on
Learning Tecnologies. 7(1), 69-82
USERS

14. Formal evaluation pre-post
• Formal evaluation of games is very
complex and expensive
• Pre-test
• Post-test
• Very few games have been formally
probed to be effective
• Similar results with
Learning Analytics than
with pre-post test?
14

15. Can we use Learning Analytics for formal
evaluation of games?
Formal evaluation of
games from the
analysis of the user
(interaction) data?

16. RAGE: creating the Learning Analytics infrastructure
H2020 RAGE project will simplify the process of SG
creation with ready to use assets
• Game trackers
• LA server infrastructure
• Standards support (e.g. xAPI)
Using interaction data for assessment
• Evaluating the game
• Discovering user problems
Realising an Applied Gaming Eco-System

17. H2020 Beaconing project
• BEACONING stands for ‘Breaking Educational Barriers with
Contextualised, Pervasive and Gameful Learning’
• Global goal is learning ‘anytime anywhere’
• Exploitation of technologies for contextual pervasive games and use of
gamification techniques
• Problem based approach to learning
• Enriching the Learning Analytics data model with the contextual,
geolocalized and accessibility information

18. Educational (medical) games challenges
• Identification of more large success cases
• including scientific and formal evaluation
• taking into account current technical infrastructure
• Scalability and maintainability
• reducing initial cost and TCO
• Taking into account curriculum and involving
educators
• Sharing the actual game (open code)
• Including data-based evaluation into games
• Learning analytics

19. 19
Thank You!
Gracias!
¿Questions?
• Mail: balta@fdi.ucm.es
• Twitter: @BaltaFM
• GScholar: https://scholar.google.es/citations?user=eNJxjcwAAAAJ&hl=en&oi=ao
• ResearchGate: www.researchgate.net/profile/Baltasar_Fernandez-Manjon
• Slideshare: http://www.slideshare.net/BaltasarFernandezManjon