Advertisement

Training and Learning in e-Health Using the Gamification Approach: The Trainer Interaction

  • Pierpaolo Di Bitonto
  • Nicola Corriero
  • Enrica Pesare
  • Veronica Rossano
  • Teresa Roselli
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8515)

Abstract

One of the basic conditions to learn is motivation. Thus it is essential for learning environments to motivate the students to proceed into the learning process. Several researches propose the inclusion of new technological trends, such as the Gamification, to engage the users. In this paper the solution adopted in UBICARE system, where the Gamification approach has been used for training and learning purposes, is presented. The Gamification was used in the simulation of clinical cases aimed to both empower the patients to adopt healthy life-style and train the medical and paramedical staff about diagnostic procedures, therapeutic interventions and follow-up of patients. In particular, the paper presents the trainer interaction that is useful in order to keep the system up to date over time and to allow the definition of clinical cases tailored on the basis of users’ needs.

Keywords

e-health gamification game based learning learning by doing 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Zichermann, G., Cunningham, C.: Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O’Reilly Media, Sebastopol (2011)Google Scholar
  2. 2.
    Lee, J.J., Hammer, J.: Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly 15(2) (2011)Google Scholar
  3. 3.
    Di Bitonto, P., Di Tria, F., Roselli, T., Rossano, V., Berni, F.: Distance Education and Social Learning in e-Health. International Journal of Information and Education Technology 4(1), 71–75 (2014)CrossRefGoogle Scholar
  4. 4.
    Berni, F., Corriero, N., Pesare, E., Rossano, V., Roselli, T.: A Knowledge Management Service for e-health. In: ICERI 2013 Proceedings, pp. 488–493 (2013) ISBN: 978-84-616-3847-5Google Scholar
  5. 5.
    Corriero, N., Di Bitonto, P., Roselli, T., Rossano, V., Pesare, E.: Simulations of clinical cases for learning in e-health. International Journal of Information and Education Technology, International Conference on Information and Education Technology (ICIET) (January 2-3, 2014)Google Scholar
  6. 6.
  7. 7.
    Stanford University – Septris Game, http://cme.stanford.edu/septris/game/SepsisTetris.html
  8. 8.
    Illeris, K.: The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. Krieger, Malabar (2003)Google Scholar
  9. 9.
    Papastergiou, M.: Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education 52(1), 1–12 (2009)CrossRefGoogle Scholar
  10. 10.
    Jun Kiat Ong, M.: Gamification and its effect on employee engagement and performance in a perceptual diagnosis task, Master dissertation, Master of Science in Applied Psychology, University of CanterburyGoogle Scholar
  11. 11.
    Kato, P.M., Cole, S.W., et al.: A Video Game Improves Behavioral outcomes in Adolescents and Young Adults With Cancer: A Randomized Trial. Pediatrics 122(2), 305–317 (2008)CrossRefGoogle Scholar
  12. 12.
    Piccinno, E., Vendemiale, M., Tummolo, A., Ortolani, F., Frezza, E., Torelli, C., Di Bitonto, P., Rossano, V., Roselli, T.: New technologies for promoting hypoglycaemia self-management in type 1 diabetic children. In: 9th Joint Meeting of Paediatric Endocrinology, Milan, September 19-22 (2013)Google Scholar
  13. 13.
    Di Bitonto, P., Roselli, T., Rossano, V., Frezza, E., Piccinno, E.: An educational game to learn type 1 diabetes management. In: The 18th International Conference on Distributed Multimedia Systems, Miami Beach, USA, August 9-11, pp. 139–143. KSI Press, Skokie (2012) ISBN: 1-891706-32-2Google Scholar
  14. 14.
    Lieberman, D.A.: Interactive video games for health promotion: Effects on knowledge, self-efficacy, social support, and health. In: Street Jr., R.L., Gold, W.R., Manning, T.R. (eds.) Health Promotion and Interactive Technology: Theoretical Applications and Future Directions, pp. 103–120. Lawrence Erlbaum Associates Publishers, Mahwah (1997)Google Scholar
  15. 15.
    Prensky, M.: Digital Game-Based Learning. McGraw-Hill, New York (2001)Google Scholar
  16. 16.
    Lepper, M.R., Malone, T.W.: Intrinsic motivation and instructional effectiveness in computer-based education. In: Snow, R.E., Farr, M.J. (eds.) Aptitude, Learning, and Instruction: vol. 3. Conative and Affective Process Analyses, pp. 255–286. Lawrence Erlbaum, Hillsdale (1987)Google Scholar
  17. 17.
    Rieber, L.P.: Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research & Development 44(2), 43–58 (1996)CrossRefGoogle Scholar
  18. 18.
    Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., et al.: Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education 40(2003), 71–94 (2003)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Pierpaolo Di Bitonto
    • 1
  • Nicola Corriero
    • 1
  • Enrica Pesare
    • 1
  • Veronica Rossano
    • 1
  • Teresa Roselli
    • 1
  1. 1.Department of Computer ScienceUniversity of BariBariItaly

Personalised recommendations