The Use of Serious Games and Simulations in Health Education: Raising Awareness of Depression in College-Age Students
The healthcare profession is task-and-performance-based where clinical reasoning is paramount with integrity, empathy and compassion. Many of these attributes are difficult to teach and assess in a traditional classroom. Patient safety is the ultimate outcome. Several serious game and simulation techniques have surfaced that allow the learner to enhance learning for healthcare professionals in safe environments, without compromising the patient safety, while maintaining a high degree of realism. The author discusses the multifaceted aspect of arts, social sciences and technology using the design, development evaluation and findings of a serious game/simulation technique on topic of suicide intervention/prevention.
Keywordspsychology health education serious games interactive simulation human-computer interaction art social science technology
Unable to display preview. Download preview PDF.
- 3.Glanz, K., Rimer, K., Viswanath, K.: Health Behavior and Health Education: Theory, Research, and Practice, 4th edn., p. 1. John Wiley & Sons, Boston (2008)Google Scholar
- 4.Shumaker, S.A., Ockene, J.K., Riekert, K.A.: The Handbook of Health Behavior Change, p. 4. Springer Publishing Co., New York (2009)Google Scholar
- 5.Rand, K.: E-mail message to author (September 18, 2009)Google Scholar
- 6.Thinking Worlds. Understanding the difference between Gamification, Simulations and Serious Games (2012), http://www.thinkingworlds.com/?p=1275
- 8.Defazio, J., Hardin, J., Savage, J.: Embedded reusable learning objects: A pedagogical model for instruction. In: Proceedings of Society for Information Technology and Teacher Education International Conference. AACE, Chesapeake (2011)Google Scholar