Serious games and blended learning

Abstract In medical education and health care, with its exponential growth in knowledge and increasing demands on the needed competencies of doctors, there is a need for new and more cost-effective training models. Blended and online learning are powerful learning concepts, which can be used in different formats (e-modules, games) to gain knowledge, skills and attitudes. ‘Blended’ (or hybrid) learning combines online learning and classroom learning. Potential benefits are more flexibility in online learning and high-quality, interactive classroom sessions. Evidence from research is not conclusive on whether blended learning is equally effective or more effective than solely classroom learning. The first aim of this thesis was to compare the effectiveness of a blended training design with a conventional classroom training for the acquisition of knowledge. One of the promising new online formats to train complex skills in a motivating and efficient way is provided by serious games. Little is yet known about the effectiveness and optimal design of serious games in health care training. The second aim of this thesis was to investigate the effectiveness and critical design features of serious games for performance and motivation

The effect of stereoscopic Augmented Reality visualization on learning anatomy and the modifying effect of visual-spatial abilities: a double-center randomized controlled trial

Health and self-regulatio

Technology for learning: how it has changed education

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Identifying indicators to guide adaptive scaffolding in games

In game-based learning, adaptive scaffolding can enhance the learning of domain-specific skills, known as firstorder scaffolding, and self-regulatory skills, known as second-order scaffolding. To design adaptive scaffolding, we need indicators that identify learning opportunities. Therefore we investigated how indicators of performance and self-regulation relate to overall game performance in a medical emergency simulation game. These indicators have the potential to guide the design of adaptive first-order and second-order scaffolding, respectively. Twenty-six fourth-year medical students played 116 game sessions. Using a multilevel model, we investigated the relationship between overall game performance and a range of online and offline measures. For first-order scaffolding, accuracy, systematicity and thoroughness were found to be valid indicators; for second-order scaffolding, high global self-regulatory scores and frequent monitoring were found to be valid indicators. These indicators can be included in future algorithms for adaptive scaffolding in game-based learning