Saving robots improves laparoscopic performance: transfer of skills from a serious game to a virtual reality simulator

IJgosse, Wouter; Goor, Harry van; Luursema, Jan-Maarten

doi:10.1007/s00464-018-6036-0

Cited by 25 publications

(18 citation statements)

References 36 publications

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“…Undoubtedly, serious games when designed appropriately have the edge over conventional teaching methods regarding user experience and, in extension, player retention and learning. Furthermore, serious games also allow “stealth learning” 50 which is explained by Wouter as “when the trainee is too busy having fun to notice an improvement on key educational outcomes” 3 . These reasons could explain the significantly higher post-test scores after serious games.…”

Section: Discussionmentioning

confidence: 99%

“…According to Bergeron 2 , a serious game is an “interactive computer application, with or without significant hardware components,” that is challenging, engaging, and that supplies the user with competencies useful in reality. To date, there is an expanding use of serious games in professional training, ranging from laparoscopy 3 to professional behaviors and attitudes 4 . The practice of medicine is one that requires precision and consistency to provide effective treatment while ensuring patient safety.…”

Section: Introductionmentioning

confidence: 99%

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Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

2019

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Objectives: To provide an overview of research trends and a review regarding the learning efficacy of serious games for health professions education taking into account short-term learning outcomes. Methods: For the review of research trends, we performed the search on Web of Science from 1996 until the present. For the scoping review on learning efficacy, ERIC, Education Source, PsychINFO, Global Health, CINAHL, Web Of Science, and Medline were searched. Results: The publications trend is characterized by three phases: (i) an exploratory phase up to 2006, (ii) an early growth from 2007 to 2012, and (iii) a development phase from 2013 onwards. A total of 25 studies were identified in the scoping review. Sixteen had both pre-test and post-test, all of them showed significant improvement in learning scores after the use of serious games. Eighteen publications conducted controlled experiments, of which 14 indicated that post-test scores after serious games were significantly higher than with conventional teaching methods. The review revealed the lack of integration of affective learning with other competencies, as well as the need for serious games targeting postgraduate education. Conclusion: Serious games research remains emergent. Using serious games for health professions education seems efficacious for short-term learning. Addressing more competencies and health professionals across the education continuum is needed before generalizable definitive statements can be made.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

2019

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“…18 Simulation training is a safe and cost-effective method of training basic laparoscopic skills. 19 Students are much more comfortable training in the safe confines of a simulation suite. Learning to manipulate and to provide a view with a camera under the stresses of a real-time operation is not conducive to learning.…”

Section: Discussionmentioning

confidence: 99%

Training of Future Surgeons in Minimally Invasive Surgery Needs Intensification: A Multicentre Study

Ranjit¹,

Rashid²,

Mansour³

et al. 2019

Surg Res Open J

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From our study it is clear that experience of first-year training doctors in laparoscopic surgeryis low. Most respondents had very little teaching or hands-on experience in laparoscopic skills as undergraduates. At training level, again there was little dedicated teaching. Conclusion This study shows that the current training in laparoscopic surgery both in medical school and foundation training is not optimal. Basic skills can be taught with relative ease and these skills are directly transferable to the operating theatre environment. We propose that changes must be made to the training programme to better prepare junior doctors.

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“…There is growing support for the notion that games affect their players in intended ways when tested in controlled settings. A review of this literature is beyond the scope of the current article, but positive and small outcomes have been established among games for learning (All, Núñez Castellar, & Van Looy, 2016;Clark, Tanner-Smith, & Killingsworth, 2016), skill development (e.g., Dankbaar et al, 2016;IJgosse, van Goor, & Luursema, 2018;Wouters, van der Spek, & van Oostendorp, 2009), and persuasion (Jacobs, 2018). With some exceptions (Soekarjo & van Oostendorp, 2015;van 't Riet, Meeuwes, van der Voorden, & Jansz, 2018), serious games show robust influences on those that have played them when compared to various control conditions (Boyle et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Winning Over the Players: Investigating the Motivations to Play and Acceptance of Serious Games

Jacobs

2021

MaC

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Serious games are designed to educate, train, or persuade their players on specific topics and issues. While a lot of studies have sought to prove the effects of these games, the overall image and legitimization of serious games has not benefited fully from these efforts. Indicating that the issue stems from the difference between the captive audience exposed to games in effects studies and the contexts in which people come to play serious games in everyday life, the current article sketches out the research that needs to be performed before this gap can be filled. Three theoretical perspectives are offered, in turn looking at serious games as forms of (promotional) communication, personal media experiences, and technological innovations. This analysis results in insights relating to (among others), how the identity of serious games might hinder their diffusion, how expected gratifications could fail to match the intentions of these games, and what could cause someone to ‘adopt’ a serious game. Based on the insights gained by applying these lenses, potential factors are listed and linked to methodologies that could prove or disprove their importance. These methodologies involve quantitative and qualitative investigations to create a deeper picture of how potential players approach serious games. The article concludes with open questions to investigators and industry professionals generated from this process.

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Saving robots improves laparoscopic performance: transfer of skills from a serious game to a virtual reality simulator

Cited by 25 publications

References 36 publications

Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

Training of Future Surgeons in Minimally Invasive Surgery Needs Intensification: A Multicentre Study

Winning Over the Players: Investigating the Motivations to Play and Acceptance of Serious Games

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