Development of the e-Baby Serious Game With Regard to the Evaluation of Oxygenation in Preterm Babies

Abstract

The present study aimed to describe the development process of a serious game that enables users to evaluate the respiratory process in a preterm infant based on an emotional design model. The e-Baby serious game was built to feature the simulated environment of an incubator, in which the user performs a clinical evaluation of the respiratory process in a virtual preterm infant. The user learns about the preterm baby's history, chooses the tools for the clinical evaluation, evaluates the baby, and determines whether his/her evaluation is appropriate. The e-Baby game presents phases that contain respiratory process impairments of higher or lower complexity in the virtual preterm baby. Included links give the user the option of recording the entire evaluation procedure and sharing his/her performance on a social network. e-Baby integrates a Clinical Evaluation of the Preterm Baby course in the Moodle virtual environment. This game, which evaluates the respiratory process in preterm infants, could support a more flexible, attractive, and interactive teaching and learning process that includes simulations with features very similar to neonatal unit realities, thus allowing more appropriate training for clinical oxygenation evaluations in at-risk preterm infants. e-Baby allows advanced user-technology-educational interactions because it requires active participation in the process and is emotionally integrated.

E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing

“…As examples, there is usability analysis and user-centered design, the emotional design that analyzes human computer linkage through the positive or negative emotions generated in interaction, participatory design and playability, in the context of computational-based educational games. 9,20,23,26 During validation, the problems encountered focused mainly on levels that do not require corrections, reinforcing that the serious game was designed in line with the interests of serving the end user in a useful, enjoyable and educational way. In this way, we discuss in this section the items of heuristics in which problems of level 3 and 4 were identified.…”

“…12 Scholars have discussed the importance of innovating strategies and resources for learning with playability, assigning advantages such as flexibility of time and space for access, possibility of repetition, following user's learning pace and students' satisfaction in learning from games and other technologies considered to be motivating. 9 A challenge still present in universities, when it comes to the use of technology in teaching, is the need to enable their members (students, professors and other professionals involved) E-baby: evidence-based technology for teaching Aredes NDA, Dias DMV, Fonseca LMM, Campbell SH, Martins JCA, Rodrigues MA to implement, since many are not aware how to handle them or even how to use them in learning settings. Measures of access to technology, training and technical support become crucial to overcome them.…”

“…Despite this, initiatives have been presented in the country, developing digital technologies to strengthen the teaching of both students and nursing professionals, including health education in the community through these technologies, in the topic of child and adolescent health. 8,9 It should be noted that all the educational technologies developed above can be accessed free of charge through the link: http://gruposdepesquisa.eerp.usp.br/gpecca2/?page_id=23.…”

Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning

“…Interactive tools were used, such as the s erious game e-baby 5 (which virtually simulates the clinical assessment of a preterm infant with respiratory problems maintained in the incubator), instructional software semiology and semiotechnique of the preterm newborn (SSRNPT) 6 , and laboratory simulation.…”

Education and media: contemporary implications in the academic routine

“…Contemporary ICTs allow for creative learning processes for nursing with innovative pedagogical proposals that make meaningful learning possible, [16][17][18][19] either in undergraduate, extension, and graduate courses, or in laboratories, classrooms, or distance-learning, in which sharing with other institutions is possible. Currently, the development of mobile application technology, focused on health and education, provides a fertile ground for nursing performance within the community as a whole.…”