Games, Virtual Environments, Mobile Applications and a Futurist's Crystal Ball

Abstract

During the last decade, the educational genre of simulation has arguably matured. Simulation no longer represents a novelty to clinical education. Rather, it is now a vetted standard educational practice for nursing and clinical education at all levels. Manikin-based simulation laboratories are now ubiquitous fixtures in all areas of clinical education. Meanwhile, game-based learning, mobile applications (apps), and virtual reality are on track to take a similar trajectory. Simulation-based education is the template, providing a crystal ball for educators as they integrate innovative technology such as game-based learning, mobile apps, and virtual reality into future educational practice.Simulation-based education has always included screenbased simulation. Maran and Glavin (2003) defined categories of simulation including computer-based systems and virtual reality. Lane, Slavin, and Ziv (2001) explicitly defined screen-based simulations (sims) in their discussion of types of available simulation technology. Ziv, Wolpe, Small, and Glick ( 2003) also included screen-based simulation as one of several categories to describe ''. tools and approaches used in simulation-based medical education'' (p. 784). Current and future iterations of screen-based technology represent a natural evolution of screen-based simulation.Recent advances in technology have led to an explosion of sophisticated multi-media and digital educational content. Furthermore, although manikin-based simulators remain relatively expensive, delivery platforms that support complex digital environments, videogames, and mobile apps are increasingly more accessible and affordable to students, faculty, and researchers. Today's games, sims, apps, and digital environments are on track to useful ubiquity, following in the footsteps of what we now accept as systems and components of contemporary sims. Educators who vet, then embrace game-based learning, mobile apps, and virtual reality are in position to advance clinical curricula to better prepare students for modern and future practice.

Short-term gains in histology knowledge: A veterinary gaming application

“…Bauman's Layered-Learning Model describes a matrix for scaffolding traditional didactic presentation or course materials with multi-media educational technology (Bauman, 2016;Bauman et al, 2014). The Layered-Learning Model presupposes that traditional didactic learning techniques such as knowledge transfer through scholarly reading and interaction with course faculty and staff still have relevance in the modern classroom.…”

“…Mobile digital learning environments escape the trappings of time and location -they increase the availability of learning activities. When well-crafted games designed to promote and scaffold the curriculum are available outside of the classroom or institution, they become an agent of anytime, anywhere learning by shifting the locus of control from the institution towards the learner (Bauman, 2012(Bauman, , 2016). …”

<p>Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching</p>

“…22,23 A promising approach is the Bauman´s layered-learning model describing the connection of a traditional didactic presentation with multimedia educational technologies. 24 The number of published works is large regarding with different aspects of Kahoot! for teaching, learning, and assessment in school and university as well in medical education.…”

Using online game-based platforms to improve student performance and engagement in histology teaching

“…Bauman’s layered-learning model was chosen as a theoretical framework for this study This model describes a matrix for scaffolding traditional didactic presentation of course materials with multimedia educational technology [18–20]. The model presupposes that traditional didactic learning techniques, such as knowledge transfer through scholarly reading and interaction with faculty and staff, still have relevance in the modern classroom.…”