The Pedagogical Potential of Game Jams

Fowler, Allan; Ni, Xuelei Sherry; Preston, Jon A.

doi:10.1145/3241815.3241862

Cited by 15 publications

(9 citation statements)

References 14 publications

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“…Unlike other educational approaches, game jams could offer a solution to the challenges of cultural safety in medical education by (1) engaging millennial students through a culture of creativity and learning, play testing, and idea sharing; (2) supporting a transformative process of learning-by-doing while enhancing creative thinking, problem solving, communication, and innovation; and (3) promoting transformative learning in less time, thus offering an alternative to overloaded medical curricula. Fowler et al [16] recently found that game jam participation could improve the performance of computing students. However, we are not aware of any reported experience using game jams to train medical students.…”

Section: Transformative Learning and Game Co-designmentioning

confidence: 99%

Impact of Co-Designed Game Learning on Cultural Safety in Colombian Medical Education: Protocol for a Randomized Controlled Trial (Preprint)

Pimentel¹,

Cockcroft²,

Andersson³

2019

Preprint

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BACKGROUND Cultural safety encourages practitioners to examine how their own culture shapes their clinical practice and to respect their patients’ worldviews. Lack of cultural safety in health care is linked to stigma and discrimination toward culturally diverse patients. Training in cultural safety poses considerable challenges. It is an unappealing subject for medical students and requires behavioral changes in their clinical practice. Game jams—collaborative workshops to create and play games—have recently shown effectiveness and engaging potential in university-level education. OBJECTIVE The trial aims to determine if medical students’ participation in a game jam to design an educational game on cultural safety is more effective than a standard lesson on cultural safety in terms of change in the students’ self-reported intended patient-oriented behavior. METHODS A parallel-group, 2-arm randomized controlled trial with a 1:1 allocation ratio will randomize 340 medical students and 60 medical interns (n=400) at the Faculty of Medicine at La Sabana University, Colombia (170 students and 30 medical interns to each arm). The intervention group will participate in an 8-hour game jam comprising (1) a preliminary lecture on cultural safety and game design, (2) a game building session where groups of students will create educational games about cultural safety, and (3) a play-test session in which students will play and learn from each other’s games. The control group will receive a standard lesson, including a 2-hour lecture on cultural safety, followed by a 6-hour workshop to create posters about cultural safety. Web-based self-administered 30-item Likert-type questionnaires will assess cultural safety self-reported intended behavior before, immediately after, and 6 months after the intervention. An intention-to-treat approach will use a <i>t</i>-test with 95% CIs to determine the significance of the effect of the intervention, including within- and between-group comparisons. The qualitative most significant change technique will explore the impact of the intervention on the clinical experience of the students. RESULTS Study enrollment began in July 2019. A total of 531 students completed the baseline survey and were randomized. Data collection is expected to be complete by July 2020, and results are expected in October 2020. The study was approved by the institutional review board of the Faculty of Medicine at McGill University (May 31, 2017) and by the Subcommittee for Research of the Faculty of Medicine at La Sabana University (approval number 445). CONCLUSIONS The research will develop participatory methods in game-based learning co-design that might be relevant to other subjects. Ultimately, it should foster improved cultural safety skills for medical students, improve the quality of health services for diverse cultural groups, and contribute to enhanced population health. Game learning may provide an innovative solution to a long-standing and neglected problem in medical education, helping to meet the educational expectations and needs of millennial medical students. CLINICALTRIAL ISRCTN Registry ISRCTN14261595; http://www.controlled-trials.com/ISRCTN14261595 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/17297

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Section: Transformative Learning and Game Co-designmentioning

confidence: 99%

Impact of Co-Designed Game Learning on Cultural Safety in Colombian Medical Education: Protocol for a Randomized Controlled Trial (Preprint)

Pimentel¹,

Cockcroft²,

Andersson³

2019

Preprint

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“…Game jams are participatory events for attendees to create games in a time-constrained environment, typically 48 h [ 19 ]. The experience fosters learning through interacting with others, [ 20 ] an essential aspect of transformative learning [ 21 ]. Game jams have a positive impact on the performance of computing students, [ 19 , 20 ] personal, interpersonal, and STEAM (science, technology, engineering, arts, and mathematics) skills, and game development skills [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of game jam learning about cultural safety in Colombian medical education: a randomised controlled trial

2021

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Background Cultural safety, whereby health professionals respect and promote the cultural identity of patients, could reduce intercultural tensions that hinder patient access to effective health services in Colombia. Game jams are participatory events to create educational games, a potentially engaging learning environment for Millennial medical students. We set out to determine whether medical student participation in a game jam on cultural safety is more effective than more conventional education in changing self-reported intended patient-oriented behavior and confidence in transcultural skills. Methods We conducted a parallel-group, two-arm randomized controlled trial with 1:1 allocation. Colombian medical students and medical interns at University of La Sabana participated in the trial. The intervention was a game jam to create an educational game on cultural safety, and the reference was a standard lesson plus an interactive workshop on cultural safety. Both sessions lasted eight hours. Stratified randomization allocated the participants to the intervention and control groups, with masked allocation until commencement. Results 531 students completed the baseline survey, 347 completed the survey immediately after the intervention, and 336 completed the survey after 6 months. After the intervention, game jam participants did not have better intentions of culturally safe behaviour than did participants in the reference group (difference in means: 0.08 95% CI − 0.05 to 0.23); both groups had an improvement in this outcome. Multivariate analysis adjusted by clusters confirmed that game jam learning was associated with higher transcultural self-efficacy immediately after the intervention (wt OR 2.03 cl adj 95% CI 1.25–3.30). Conclusions Game jam learning improved cultural safety intentions of Colombian medical students to a similar degree as did a carefully designed lecture and interactive workshop. The game jam was also associated with positive change in participant transcultural self-efficacy. We encourage further research to explore the impact of cultural safety training on patient-related outcomes. Our experience could inform initiatives to introduce cultural safety training in other multicultural settings. Trial registration Registered on ISRCTN registry on July 18th 2019. Registration number: ISRCTN14261595.

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“…Recent studies of game jam learning suggest likely effectiveness and engagement potential in university-level education. 22 Laiti and collaborators 23 suggested that game jams could promote self-discovery, reflections on identity and support the cultural identity of the Sami people from Finland.…”

Section: Introductionmentioning

confidence: 99%

Game jams for cultural safety training in Colombian medical education: a pilot randomised controlled trial

2021

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ObjectivesExplore the acceptability and feasibility of a randomised controlled trial (RCT) to assess game jams—participatory events to cocreate digital or board games in a time-constrained environment—in cultural safety training of medical students. The pilot tests methods and procedures and explores the validity and reliability of our research instrument.DesignTwo-arm parallel-group pilot RCT with a 1:1 allocation ratio.SettingFaculty of Medicine in Chia, Colombia.Participants79 final-year medical students completed the baseline questionnaire. 64 completed the assessment immediately after the intervention: 31 in the intervention group (20 female) and 33 in the control group (18 female). 35 completed the final assessment (18 control and 17 intervention) 4 months after the intervention.InterventionsThe intervention group joined a 5-hour game jam composed of a 1-hour lecture and a 4-hour session to create and to play educational games about cultural safety. The control group had a 1-hour conventional lesson, followed by a 4-hour study session of selected readings on cultural safety.Primary and secondary outcome measuresThe instrument, an online self-administered Likert-type questionnaire, assessed a self-reported cultural safety results chain based on a planned behaviour theory. Student recruitment, retention and perception of the activity determined acceptability. The methodological and logistical factors for a full-scale study determined feasibility.ResultsAfter the intervention, students randomised to that arm reported a slightly higher cultural safety score (26.9) than those in the control group (25.9) (difference −1, 95% CI −3.0 to 1.0). Students described game jam learning in favourable terms and considered cultural safety training relevant. The university authorised the conduct of the full-scale trial.ConclusionGame jam learning is feasible and acceptable for cultural safety training of Colombian medical students. Researchers and educators may find our results informative in the design of RCTs assessing educational interventions.Trial registration numberISRCTN14261595 (stage: pilot study results)

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The Pedagogical Potential of Game Jams

Cited by 15 publications

References 14 publications

Impact of Co-Designed Game Learning on Cultural Safety in Colombian Medical Education: Protocol for a Randomized Controlled Trial (Preprint)

Impact of Co-Designed Game Learning on Cultural Safety in Colombian Medical Education: Protocol for a Randomized Controlled Trial (Preprint)

Impact of game jam learning about cultural safety in Colombian medical education: a randomised controlled trial

Game jams for cultural safety training in Colombian medical education: a pilot randomised controlled trial

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