Gaming: A Teaching Strategy for Adult Learners

Lewis, Daniel; Saydak, Susan J; Mierzwa, Irene P; Robinson, Janice A

doi:10.3928/0022-0124-19890301-09

Cited by 33 publications

(2 citation statements)

References 13 publications

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“…Strategies to support affective learning should therefore be realistic and relevant (Miller, 2005) and designed to stimulate personal reflection (Bhoopathi & Sheoran, 2010). Such strategies include roleplay, reflective journalling, simulation and gaming (Akl et al, 2013;Andrusyszyn, 1989;Donlan, 2018;Lean et al, 2006;Lewis et al, 1989;Schoenly, 1994;Weigel & Bonica, 2014). In pharmacy education, additional strategies include authentic practice exposure and interaction with professional role models to facilitate professional identity development (Mylrea et al, 2017(Mylrea et al, , 2019.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of affective learning in a gamified pharmacy simulation

Hope

Rogers

Grant

et al. 2023

FoHPE

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Introduction: Pharmacy students must achieve learning in the affective domain to attain the professional values that underpin patient-centred practice and self-directed, lifelong learning. An array of learning and teaching activities, including gaming and simulation, are used to achieve affective learning. The aim of this research was to evaluate affective learning in participants of an extended, immersive, gamified pharmacy simulation. Methods: Student teams managed simulated pharmacies, assuming the role of autonomous pharmacists to complete regular, scaffolded, pharmacy-related tasks and safely provide medicines and counselling. The 3-week gamified simulation was designed to develop teamwork and collaborative skills, while enhancing students’ professional identity, confidence and competencies. Affective learning was assessed via analysis of student reflective journals. Final-year pharmacy students completed debriefing and reflection at specific timepoints during participation in the 3-week gamified simulation. The validated Griffith University Affective Learning Scale (GUALS) was used by trained external assessors to evaluate the highest levels of affective learning detected in student reflective journals. Quantitative analysis of GUALS scores was conducted using SPSS 25. Means were computed per student for each week, regardless of journalling frequency, and changes over time compared. Results: From 2016 to 2018, 123 students participated in the simulation, generating 734 reflective journal entries for analysis. Overall, affective learning was evident, and its level increased over the course of the simulation. This was primarily associated with the improvements of female students. Conclusion: An extended, immersive, gamified pharmacy simulation induced and enhanced affective learning in final-year pharmacy students.

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Section: Introductionmentioning

confidence: 99%

Evaluation of affective learning in a gamified pharmacy simulation

Hope

Rogers

Grant

et al. 2023

FoHPE

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“…We developed a specific methodology to train a group of congenitally blind adults, who have had already 50–70 h of past experience with SSDs, to identify complicated multi-colored images of cartoon faces. First, to engage participants in the challenging training program, lasting ~ 12 h, and to promote efficient learning 17 , 18 , we inserted the training within the ecological situation of the “Guess Who?” children’s game. Participants were familiar with the game, yet until now had no accessible way to participate in.…”

Section: Introductionmentioning

confidence: 99%

Congenitally blind adults can learn to identify face-shapes via auditory sensory substitution and successfully generalize some of the learned features

Arbel

Heimler

Amedi

2022

Sci Rep

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Unlike sighted individuals, congenitally blind individuals have little to no experience with face shapes. Instead, they rely on non-shape cues, such as voices, to perform character identification. The extent to which face-shape perception can be learned in adulthood via a different sensory modality (i.e., not vision) remains poorly explored. We used a visual-to-auditory Sensory Substitution Device (SSD) that enables conversion of visual images to the auditory modality while preserving their visual characteristics. Expert SSD users were systematically taught to identify cartoon faces via audition. Following a tailored training program lasting ~ 12 h, congenitally blind participants successfully identified six trained faces with high accuracy. Furthermore, they effectively generalized their identification to the untrained, inverted orientation of the learned faces. Finally, after completing the extensive 12-h training program, participants learned six new faces within 2 additional hours of training, suggesting internalization of face-identification processes. Our results document for the first time that facial features can be processed through audition, even in the absence of visual experience across the lifespan. Overall, these findings have important implications for both non-visual object recognition and visual rehabilitation practices and prompt the study of the neural processes underlying auditory face perception in the absence of vision.

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