Gamification of emergency response training: A public health example

Kanat, İrfan Emrah; Siloju, Sathananda; Raghu, T. S.; Vinze, Ajay

doi:10.1109/isi.2013.6578802

Cited by 20 publications

(12 citation statements)

References 9 publications

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“…Indeed, scientists and companies are studying how game elements may build commitment in emergency preparedness. For example, the use of interactive systems can significantly lower the training costs while game elements can foster civic participation (Kanat et al 2013). Indeed, citizens could use a web-based game to perform emergency training exercises as described in (Simões et al 2013).…”

Section: Gamification and Civic Engagementmentioning

confidence: 99%

“…Gamification-based systems have to activate these motivators to be engaging. For example, in (Kanat et al 2013) Competence and Relatedness are softly addressed by letting participants see their progression and compare it with other players. In (Simões et al 2013) Relatedness is considered by making the game a team effort where each player takes the role of a specific agent in a simulated mission.…”

Section: Gamification and Civic Engagementmentioning

confidence: 99%

“…Gamified applications have been proposed to encourage people to make suggestions to improve the community life (Stembert and Mulder 2013), to improve the communication between city hall public services and people (Rodrigues et al 2019), to foster young students to care more about sustainability and energy savings (Mylonas et al 2021) or to be prepared to face crisis situations (Kanat et al 2013). While such systems suggest that gamification may be applied to foster civic participation, as revealed in (Seaborn and Fels 2015), there is still a lack of data or standards to measure the gamification effects and results that prove the advantage of gamified systems respect to non-gamified ones.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Gamification-less: may gamification really foster civic participation? A controlled field experiment

Romano

Dı́az

Aedo

2021

J Ambient Intell Human Comput

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In the context of smart communities, it is essential an active and continuous collaboration between citizens, organizations and institutions. There are several cases where citizens may be asked to participate such as in public decision-making process by informing, voting or proposing projects or in crisis management by sharing precise and timely information with other citizens and emergency organizations. However, these opportunities do not automatically result in participatory practices sustained over time. Mobile technologies and social networks provide the substratum for supporting formal empowerment, but citizen engagement in participation processes is still an open issue. One of the techniques used to improve engagement is gamification based on the humans’ predisposition to games. So far, we still lack studies that can prove the advantage of gamified systems respect to non-gamified ones in civic participation context. In this work, we present a between-group design experiment performed in the wild using two mobile applications enabling civic participation, one gamified and the other not. Our results highlight that the gamified application generates a better user experience and civic engagement.

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Section: Gamification and Civic Engagementmentioning

confidence: 99%

Section: Gamification and Civic Engagementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Gamification-less: may gamification really foster civic participation? A controlled field experiment

Romano

Dı́az

Aedo

2021

J Ambient Intell Human Comput

View full text Add to dashboard Cite

show abstract

“…Gamification (the process of adding game style elements; see Chap. 4) can be used to enhance command training and remove expensive restrictions while maintaining a focus on the communication and coordination as learning outcome (Kanat, Siloju, Raghu, & Vinze, 2013). Further, online systems can significantly reduce the costs of having to hire a location big enough for all attendees and equipment, as headsets and other communication devices allow for collaboration amongst widely distributed users.…”

Section: Command Trainingmentioning

confidence: 99%

Serious Games for First Responders

Redhead

Davey

2019

Serious Games for Enhancing Law Enforcement Agencies

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Tasks of first responders are complex and fast moving. Hence, first responder personnel must receive adequate training to execute their work in the often very challenging situations they face. For firefighters, tasks may range from community service tasks such as educating the public about fire safety procedures to more traditional experiences such as fire and rescue; paramedics may have to triage victims of traffic accidents or respond to biohazards. That said, even the experiences thought of as 'traditional' for these roles are becoming more complex; for instance, due to a closer integration of services, more intense scrutiny by the public and changing technologies. The training provided while the first responder is a student and any additional training alongside their job have to ensure that they are ready for these experiences physically, mentally and academically (for example, ensuring sufficient grounding in laws, regulations, relevant theories, etc.) in order to respond successfully and flexibly across situations (Smeby, 2005). The training first responders receive has changed considerably over the years, from the way that training is carried out to the type of content that

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“…En la educación médica también se ha implementado la gamificación en diferentes tipos de juegos disponibles con fines educativos, los que pueden realizarse tanto de manera presencial como virtual (5)(6)8). Se ha aplicado esta estrategia en diferentes áreas de las ciencias de la salud (6,12,16) aplicando tanto en estudiantes de medicina de pregrado como postgrado (17). Dentro de los beneficios observados en el uso de la gamificación con la tecnología digital es que proporciona un entorno seguro para adquirir habilidades y experiencias, con la capacidad de repetir y enmendar errores durante la práctica (6,8,17).…”

Section: Introductionunclassified

Gamificación en Medicina de Urgencia

et al. 2022

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Gamification is understood as the use of game principles and elements in non-game activities, using the thought process and its mechanisms to attract the attention of users to solve problems. The elements that stand out in this methodology are: the design of goals and objectives, rules that limit actions, creation of a narrative, freedom of choice and error, use of incentives, immediate feedback, etc. Among the benefits of using gamification are: improving the learning experience, combining fun with study, allowing the resolution of real-life challenges without fear of error, and accompanying innovative educational strategies. Although there is extensive research on gamification in medical education, there is little evidence of studies that address its impact on learning. The objective of this research is to evaluate the impact on learning through gamification in emergency medicine in medical students in Chile. Methods: randomized controlled study with voluntary participation. Participants will attend an emergency medicine class. Then, they will be randomly assigned to a control group, with traditional methodology of discussion of clinical cases, and another group with gamified methodology, which will simulate working in an emergency room, solving clinical cases. The gamification elements incorporated will be: narrative, game rules, freedom of choice, time restriction, feedback, freedom to make mistakes, cooperation and competition. Finally, participants will answer an evaluation to measure the level of learning achieved. Results: Seventeen students from seven universities in Chile participated, mainly from the IV and V levels of the degree program. Due to the small sample of the study, it cannot be affirmed that there is a significant difference between the results, so it is necessary to carry out more studies to identify the impact of the strategy on learning. La gamificación es entendida como el uso de los principios y elementos propios del juego en actividades no lúdicas, usando el proceso de pensamiento y sus mecanismos para atraer la atención de los usuarios, para resolver problemas. Los elementos que destacan de esta metodología son: el diseño de metas y objetivos, reglas que limiten acciones, creación de narrativa, libertad de elección y error, uso de incentivos, retroalimentación inmediata, etc. Dentro de los beneficios de utilizar la gamificación existen: mejorar la experiencia de aprendizaje, combinar diversión con estudio, permitir la resolución de desafíos de la vida real sin miedo al error, acompañar estrategias educativas innovadoras. Aunque existe una amplia investigación sobre la gamificación en la educación médica, existe poca evidencia de estudios que aborden su impacto en el aprendizaje. El objetivo de esta investigación es evaluar el impacto en el aprendizaje a través de la gamificación en medicina de urgencia en estudiantes de medicina en Chile. Métodos: estudio controlado aleatorio con participación voluntaria. Los participantes asistirán a una clase de medicina de urgencia. Luego, serán asignados aleatoriamente en un grupo control, con metodología tradicional de discusión de casos clínicos, y otro grupo con metodología gamificada, que simulará trabajar en una sala de urgencias, resolviendo casos clínicos. Los elementos de gamificación incorporados serán: narrativa, reglas de juego, libertad de elección, restricción de tiempo, retroalimentación, libertad para equivocarse, cooperación y competencia. Finalmente, los participantes responderán una evaluación con la que se medirá el nivel de aprendizaje alcanzado. Resultados: Participaron 17 estudiantes, de 7 universidades de Chile, principalmente del IV y V nivel de la carrera. Debido a la pequeña muestra del estudio, no se puede afirmar que existe una diferencia significativa entre los resultados, por lo que se hace necesario realizar más estudios para identificar el impacto de la estrategia en el aprendizaje.

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Gamification of emergency response training: A public health example

Cited by 20 publications

References 9 publications

Gamification-less: may gamification really foster civic participation? A controlled field experiment

Gamification-less: may gamification really foster civic participation? A controlled field experiment

Serious Games for First Responders

Gamificación en Medicina de Urgencia

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