Skip to main content
SpringerLink
Log in
Book cover

Virtual, Augmented Reality and Serious Games for Healthcare 1 pp 9–27Cite as

Healthcare Training Enhancement Through Virtual Reality and Serious Games

Part of the Intelligent Systems Reference Library book series (ISRL,volume 68)

Abstract

There has been an increase in the use of immersive 3D virtual environments and serious games, that is, video games that are used for educational purposes, and only recently serious games have been considered for healthcare training. For example, there are a number of commercial surgical simulators which offer great potential for the training of basic skills and techniques, if the tedium of repeated rehearsal can be overcome. It is generally recognized that more abstract problem-solving and knowledge level training needs to be incorporated into simulated scenarios. This chapter explores some examples of what has been developed in terms of teaching models and evaluative methodologies, then discusses the educational theories explaining why virtual simulations and serious games are an important teaching tool, and finally suggests how to assess their value within an educational context. The tasks being trained span several levels of abstraction, from kinematic and dynamic aspects to domain knowledge training. The evaluation of the trainee at each level of this hierarchy necessitates objective metrics. We will describe a unifying framework for evaluation of speed and accuracy of these multi-level tasks needed for validating their effectiveness before inclusion in medical training curricula. In addition, specific case studies will be presented and research results brought forward regarding the development of virtual simulations, including those for neurosurgical procedures, EMS training, and patient teaching modules.

Keywords

  • Serious games
  • Health professionals
  • Surgical training
  • Medical education
  • Virtual simulation
  • Virtual reality

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. Kron, F.W., et al.: Medical student attitudes toward video games and related new media technologies in medical education. BMC Med. Educ. 10(1), 50 (2010)

    CrossRef  Google Scholar 

  2. Graafland, M., Schraagen, J.M., Schijven, M.P.: Systematic review of serious games for medical education and surgical skills training. Br. J. Surg. 99(10), 1322–1330 (2012)

    CrossRef  Google Scholar 

  3. Corti, K.: Game-based Learning; A Serious Business Application. PIXELearning, Coventry (2006)

    Google Scholar 

  4. Shute, V.J., et al.: Melding the power of serious games and embedded assessment to monitor and foster learning. In: Ritterfeld, U., Cody, M., Vorderer, P. (eds.) Serious Games Mechanisms and Effects. Routedle Publishers, New York (2009)

    Google Scholar 

  5. Ericsson, K.A.: Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad. Med. 79(10 SUPPL.), S70–S81 (2004)

    CrossRef  Google Scholar 

  6. Stapleton, A.J.: Serious games: serious opportunities. In: Proceedings of 2004 Australian Game Developers’ Conference. Melbourne, Australia (2004)

    Google Scholar 

  7. Becker, K., Parker, J.R.: The Guide to Computer Simulations and Games. Wiley, Indianapolis (2012)

    Google Scholar 

  8. Kanthan, R., Senger, J.L.: The impact of specially designed digital games-based learning in undergraduate pathology and medical education. Arch. Pathol. Lab. Med. 135(1), 135–142 (2011)

    Google Scholar 

  9. Johnston, B., et al.: The role of technology and digital gaming in nurse education. Nurs. Stand. 27(28), 35–38 (2013)

    CrossRef  Google Scholar 

  10. Bellotti, F., et al.: Assessment in and of serious games: an overview. Adv. Human Comput. Inter. 2013, 1. Special Issue on User Assessment in Serious Games and Technology-Enhanced Learning (2013)

    Google Scholar 

  11. Rottet, S.M.: Gaming as a learning strategy. J. Contin. Educ. Nurs. 5(6), 22–25 (1974)

    Google Scholar 

  12. Lowe, J.: Games and simulation in nurse education. Nurs. Mirror Midwives J 141(23), 68–69 (1975)

    Google Scholar 

  13. Davidhizar, R.E.: Simulation games as a teaching technique in psychiatric nursing. Perspect. Psychiatr. Care 20(1), 8–12 (1982)

    CrossRef  Google Scholar 

  14. Smoyak, S.A.: Use of gaming simulation by health care professionals. Health Educ. Monogr. 5(suppl 1), 11–17 (1977)

    Google Scholar 

  15. Greenblat, C.S.: Gaming-simulation and health education an overview. Health Educ. Monogr. 5(suppl 1), 5–10 (1977)

    Google Scholar 

  16. Corbett, N.A., Beveridge, P.: Simulation as a tool for learning. Top Clin. Nurs. 4(3), 58–67 (1982)

    Google Scholar 

  17. Martin, R., Coleman, S.: Playing games with cardiopulmonary resuscitation. J. Nurs. Staff Dev.: JNSD 10(1), 31–34 (1994)

    Google Scholar 

  18. D’Alessandro, D.M., et al.: Pediatric jeopardy may increase residents’ medical reading. Ambul. Pediatr. 2(1), 1–3 (2002)

    CrossRef  Google Scholar 

  19. Gordon, D.W., Brown, H.N.: Fun and games in reviewing neonatal emergency care. Neonatal Netw. 14(3), 45–49 (1995)

    Google Scholar 

  20. Saethang, T., Kee, C.C.: A gaming strategy for teaching the use of critical cardiovascular drugs. J. Contin. Educ. Nurs. 29(2), 61–65 (1998)

    Google Scholar 

  21. Wargo, C.A.: Blood clot: gaming to reinforce learning about disseminated intravascular coagulation. J. Contin. Educ. Nurs. 31(4), 149–151 (2000)

    Google Scholar 

  22. Schuh, L., et al.: Learning clinical neurophysiology: gaming is better than lectures. J. Clin. Neurophysiol. 25(3), 167–169 (2008)

    CrossRef  Google Scholar 

  23. Beylefeld, A.A., Struwig, M.C.: A gaming approach to learning medical microbiology: students’ experiences of flow. Med. Teach. 29(9), 933–940 (2007)

    CrossRef  Google Scholar 

  24. Nosek, T.M., et al.: A serious gaming/immersion environment to teach clinical cancer genetics. Stud. Health Technol. Inform 125, 355–360 (2007)

    Google Scholar 

  25. Jirasevijinda, T., Brown, L.C.: Jeopardy!: an innovative approach to teach psychosocial aspects of pediatrics. Patient Educ. Couns. 80(3), 333–336 (2010)

    CrossRef  Google Scholar 

  26. Duque, G., et al.: Learning while having fun: the use of video gaming to teach geriatric house calls to medical students. J. Am. Geriatr. Soc. 56(7), 1328–1332 (2008)

    CrossRef  MathSciNet  Google Scholar 

  27. Akl, E.A., et al.: An educational game for teaching clinical practice guidelines to internal medicine residents: development, feasibility and acceptability. BMC Med. Educ. 8, 50 (2008)

    CrossRef  Google Scholar 

  28. Hannig, A., et al.: EMedOffice: a web-based collaborative serious game for teaching optimal design of a medical practice. BMC Med. Educ. 12(1), 104 (2012)

    CrossRef  MathSciNet  Google Scholar 

  29. Diehl, L.A., et al.: InsuOnline, a serious game to teach insulin therapy to primary care physicians: design of the game and a randomized controlled trial for educational validation. JMIR Res. Protoc. 2(1), e5 (2013)

    CrossRef  Google Scholar 

  30. Telner, D., et al.: Game-based versus traditional case-based learning: comparing effectiveness in stroke continuing medical education. Can. Fam. Phys. 56(9), e345–e351 (2010)

    Google Scholar 

  31. Bhoopathi, P.S., Sheoran, R.: Educational games for mental health professionals. Cochrane Database of Systematic Reviews 2 (Online) (2006)

    Google Scholar 

  32. Bhoopathi, P.S., Sheoran, R., Adams, C.E.: Educational games for mental health professionals: a Cochrane review. Int. J. Psychiatr. Nurs. Res. 12(3), 1497–1502 (2007)

    Google Scholar 

  33. Lynch-Sauer, J., et al.: Nursing students’ attitudes toward video games and related new media technologies. J. Nurs. Educ. 50(9), 513–523 (2011)

    CrossRef  Google Scholar 

  34. Sward, K.A., et al.: Use of a web-based game to teach pediatric content to medical students. Ambul. Pediatr. 8(6), 354–359 (2008)

    CrossRef  Google Scholar 

  35. Meterissian, S., Liberman, M., McLeod, P.: Games as teaching tools in a surgical residency. Med. Teach. 29(9–10), e258–e260 (2007)

    CrossRef  Google Scholar 

  36. Cannon-Bowers, J.: The state of gaming and simulation. In: Training 2006 Conference and Expo, Orlando (2006)

    Google Scholar 

  37. Squire, K.D.: From content to context: videogames as designed experience. Educ. Res. 35(8), 19–29 (2006)

    CrossRef  Google Scholar 

  38. Gosen, J., Washbush, J.: A review of scholarship on assessing experiential learning effectiveness. Simul. Gaming 35(2), 270–293 (2004)

    CrossRef  Google Scholar 

  39. Kulik, A.A.: School mathematics and science programs benefit from instructional technology. In: InfroBrief NSF-03-301, Nov 2002 (cited 2012 Feb 22); http://www.nsf.gov/statistics/infbrief/nsf03301/

  40. Prensky, M.: Computer games and learning: digital game-based learning, in handbook of computer game studies, Raessens, J., Goldstein, J.H. (eds.), MIT Press: Cambridge. pp 97–122 (2005)

    Google Scholar 

  41. Brown, S.J., et al.: Educational video game for juvenile diabetes: results of a controlled trial. Med. Inform (Lond) 22(1), 77–89 (1997)

    CrossRef  Google Scholar 

  42. Lieberman, D.A.: Health education video games for children and adolescents: theory, design, and research findings. In: Annual Meeting of the International Communication Association, Jerusalem, Israel (1998)

    Google Scholar 

  43. Hays, R.T.: The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center, Training Systems Division, Orlando (2005)

    Google Scholar 

  44. Enfield, J., et al.: Innovation diffusion: assessment of strategies within the diffusion simulation game. Simul. Gaming 43(2), 188–214 (2012)

    CrossRef  Google Scholar 

  45. Van Eck, R.: Building artificially intelligent learning games. In: Gibson, D., Aldrich, C., Prensky, M. (eds.) Games and Simulations in Online Learning: Research and Development Frameworks. Information Science Publishing, New York (2007)

    Google Scholar 

  46. Van Eck, R.: Digital game-based learning: it’s not just the digital natives who are restless. EDUCAUSE Rev. 41(2), 16–30 (2006)

    Google Scholar 

  47. Hickey, D., Ingram-Goble, A., Jameson, E.: Designing assessments and assessing designs in virtual educational environments. J. Sci. Educ. Technol. 18, 187–208 (2009)

    CrossRef  Google Scholar 

  48. Balkissoon, R., et al.: Lost in translation: unfolding medical students’ misconceptions of how to perform a clinical digital rectal examination. Am. J. Surg. 197(4), 525–532 (2009)

    CrossRef  Google Scholar 

  49. Ozmen, H.: Some student misconceptions in chemistry: a literature review of chemical bonding. J. Sci. Educ. Technol. 13(2), 147–159 (2004)

    CrossRef  Google Scholar 

  50. Cowan, B., et al.: A serious game for total knee arthroplasty procedure, education and training. J. Cyber Ther. Rehabil. 3(3), 285–298 (2010)

    Google Scholar 

  51. Zhang, Q., Eagleson, R., Peters,T.: Real-time visualization of 4D cardiac MR images using graphics processing units. IEEE Biomedical Imaging: Nano to Macro. 3rd IEEE International Symposium on Biomedical Imaging (ISBI). Arlington, pp 343–346 (2006)

    Google Scholar 

  52. Shewaga, R., et al.: Z-DOC: a serious game for Z-plasty procedure training. Stud. Health Technol. Inform 184, 404–406 (2013)

    Google Scholar 

  53. Qin, J., et al.: Learning blood management in orthopedic surgery through gameplay. IEEE Comput. Graph Appl. 30(2), 45–57 (2010)

    CrossRef  Google Scholar 

  54. Chan, W., et al.: A serious game for learning ultrasound-guided needle placement skills. IEEE Trans. Inf. Technol. Biomed. 16(6), 1032–1042 (2012)

    CrossRef  Google Scholar 

  55. Creutzfeldt, J., et al.: Effects of repeated CPR training in virtual worlds on medical students’ performance. (2008)

    Google Scholar 

  56. Cowan, B., Sabri, H., Kapralos, B., Cristancho, S., Moussa, F., Dubrowski, A.: SCETF: Serious game surgical cognitive education and training framework. IEEE International Games Innovation Conference (IGIC), Orange, California, pp 130–133 (2011)

    Google Scholar 

  57. Kohls-Gatzoulis, J.A., Regehr, G., Hutchison, C.: Teaching cognitive skills improves learning in surgical skills courses: a blinded, prospective, randomized study. Can. J. Surg. 47(4), 277–283 (2004)

    Google Scholar 

  58. Green, C.S., Bavelier, D.: Action video game modifies visual selective attention. Nature 423(6939), 534–537 (2003)

    CrossRef  Google Scholar 

  59. Primack, B.A., et al.: Role of video games in improving health-related outcomes: a systematic review. Am. J. Prev. Med. 42(6), 630–638 (2012)

    CrossRef  Google Scholar 

  60. Grantcharov, T.P., et al.: Impact of hand dominance, gender, and experience with computer games on performance in virtual reality laparoscopy. Surg. Endosc. 17(7), 1082–1085 (2003)

    CrossRef  Google Scholar 

  61. Rosser Jr, J.C., et al.: The impact of video games on training surgeons in the 21st century. Arch. Surg. 142(2), 181–186 (2007). Discusssion 186

    CrossRef  Google Scholar 

  62. Schlickum, M.K., et al.: Systematic video game training in surgical novices improves performance in virtual reality endoscopic surgical simulators: a prospective randomized study. World J. Surg. 33(11), 2360–2367 (2009)

    CrossRef  Google Scholar 

  63. Enochsson, L., et al.: Visuospatial skills and computer game experience influence the performance of virtual endoscopy. J. Gastrointest. Surg. 8(7), 876–882 (2004). Discussion 882

    CrossRef  Google Scholar 

  64. Stefanidis, D., Acker, C., Heniford, B.T.: Proficiency-based laparoscopic simulator training leads to improved operating room skill that is resistant to decay. Surg Innov 15(1), 69–73 (2008)

    CrossRef  Google Scholar 

  65. Westman, B., et al.: Visuospatial abilities correlate with performance of senior endoscopy specialist in simulated colonoscopy. J. Gastrointest. Surg. 10(4), 593–599 (2006)

    CrossRef  Google Scholar 

  66. Michael, D., Chen, S.: Serious games: games that educate, train and inform. Thomson Course Technology, Boston (2006)

    Google Scholar 

  67. Redd, W.H., et al.: Cognitive/attentional distraction in the control of conditioned nausea in pediatric cancer patients receiving chemotherapy. J. Consult. Clin. Psychol. 55(3), 391–395 (1987)

    CrossRef  Google Scholar 

  68. Hoffman, H.G., et al.: Virtual reality pain control during burn wound debridement in the hydrotank. Clin. J. Pain 24(4), 299–304 (2008)

    CrossRef  Google Scholar 

  69. Bergeron, B.: Developing Serious Games. Charles River Media Game Development, Rockland (2006)

    Google Scholar 

  70. O’Connor, T.J., et al.: Evaluation of a manual wheelchair interface to computer games. Neurorehabil. Neural Repair 14(1), 21–31 (2000)

    CrossRef  Google Scholar 

  71. Sietsema, J.M., et al.: The use of a game to promote arm reach in persons with traumatic brain injury. Am. J. Occup. Ther. 47(1), 19–24 (1993)

    CrossRef  Google Scholar 

  72. Caglio, M., et al.: Video game play changes spatial and verbal memory: rehabilitation of a single case with traumatic brain injury. Cogn. Process. 10(Suppl 2), S195–S197 (2009)

    CrossRef  Google Scholar 

  73. Caglio, M., et al.: Virtual navigation for memory rehabilitation in a traumatic brain injured patient. Neurocase 18(2), 123–131 (2012)

    CrossRef  Google Scholar 

  74. Cameirao, M.S., et al.: Neurorehabilitation using the virtual reality based rehabilitation gaming system: methodology, design, psychometrics, usability and validation. J. Neuroeng. Rehabil. 7, 48 (2010)

    CrossRef  Google Scholar 

  75. Burke, J.W., et al.: Augmented reality games for upper-limb stroke rehabilitation. (2010)

    Google Scholar 

  76. Krichevets, A.N., et al.: Computer games as a means of movement rehabilitation. Disabil. Rehabil. 17(2), 100–105 (1995)

    CrossRef  Google Scholar 

  77. Harden, R.M., Stamper, N.: What is a spiral curriculum? Med. Teach. 21(2), 141–143 (1999)

    CrossRef  Google Scholar 

  78. Norman, G.: Teaching basic science to optimize transfer. Med. Teach. 31(9), 807–811 (2009)

    CrossRef  Google Scholar 

  79. Scott, O.: Ender’s Game. Dell, New York (1985)

    Google Scholar 

  80. Squire, K.D., Jenkins, H.: Harnessing the power of games in education. Insight 3, 1–33 (2003)

    Google Scholar 

  81. Richardson, V.: Constructivist pedagogy. Teachers Coll. Rec. 105(9), 1623–1640 (2005)

    CrossRef  Google Scholar 

  82. Guadagnoli, M.A., Lee, T.D.: Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J. Motor Behav. 36, 212–224 (2004)

    CrossRef  Google Scholar 

  83. Van Merriënboer, J.J.G., Sweller, J.: Cognitive load theory in health professional education: design principles and strategies. Med. Educ. 44(1), 85–93 (2010)

    CrossRef  Google Scholar 

  84. Brandon, A.F., All, A.C.: Constructivism theory analysis and application to curricula. Nurs. Educ. Perspect. 31(2), 89–92 (2010)

    Google Scholar 

  85. Brydges, R., Dubrowski, A., Regehr, G.: A new concept of unsupervised learning: directed self-guided learning in the health professions. Acad. Med. 85(10 Suppl), S49–S55 (2010)

    CrossRef  Google Scholar 

  86. Giordan, A., Jacquemet, S., Golay, A.: A new approach for patient education: beyond constructivism. Patient Educ. Couns. 38(1), 61–67 (1999)

    CrossRef  Google Scholar 

  87. Whitman, N.: A review of constructivism: understanding and using a relatively new theory. Fam. Med. 25(8), 517–521 (1993)

    Google Scholar 

  88. Piaget, J.: The stages of the intellectual development of the child. Bull. Menninger Clin. 26, 120–128 (1962)

    Google Scholar 

  89. Brydges, R., et al.: Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training. J. Adv. Nurs. 66(8), 1832–1844 (2010)

    CrossRef  Google Scholar 

  90. Albus, J.S.: Task decomposition. In: IEEE International Symposium on Intelligent Control, Chicago, IL, USA (1993)

    Google Scholar 

  91. Eagleson, R., et al.: Medical education through virtual worlds: the HLTHSIM project. Stud. Health Technol. Inform 163, 180–184 (2011)

    Google Scholar 

  92. Vygotsky, L.S.: Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Oxford (1978)

    Google Scholar 

  93. Brydges, R., et al.: Coordinating progressive levels of simulation fidelity to maximize educational benefit. Acad. Med. 85(5), 806–812 (2010)

    CrossRef  Google Scholar 

  94. Fitts, P.M.: The information capacity of the human motor system in controlling the amplitude of movement. J. Exp. Psychol. 47(6), 381–391 (1954)

    CrossRef  Google Scholar 

  95. Dubrowski, A., Backstein, D.: The contributions of kinesiology to surgical education. J Bone Joint Surg. Am 86-A(12), 2778–2781 (2004)

    Google Scholar 

  96. Chodos, D., Stroulia, E., King, S.: MeRiTS: simulation-based training for healthcare professionals. Stud. Health Technol. Inform 163, 125–131 (2011)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. London Health Sciences Centre Division of Surgery Clinical Neurological Science, Western University, London, Canada

    Sandrine de Ribaupierre & Faizal Haji

  2. Faculty of Business and Information Technology, University of Ontario Institute of Technology, Oshawa, Canada

    Bill Kapralos

  3. The Wilson Centre for Research in Education, University of Toronto, Toronto, Canada

    Faizal Haji

  4. Department of Computing Science, University of Alberta, Edmonton, Canada

    Eleni Stroulia

  5. Memorial University of Newfoundland, St. John’s, Canada

    Adam Dubrowski

  6. CSTAR: Canadian Surgical Technologies and Advanced Robotics, and Electrical and Computer Engineering, University of Western Ontario, 1151 Richmond St.N, London, ON, N6A 5B9, Canada

    Sandrine de Ribaupierre & Roy Eagleson

Authors
  1. Sandrine de Ribaupierre
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bill Kapralos
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Faizal Haji
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Eleni Stroulia
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Adam Dubrowski
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Roy Eagleson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Roy Eagleson .

Editor information

Editors and Affiliations

  1. Digital Design Studio, Glasgow School of Art, Glasgow, United Kingdom

    Minhua Ma

  2. Faculty of Education, Science, Technology & Mathematics, University of Canberra, Canberra, Australia

    Lakhmi C. Jain

  3. Digital Design Studio, Glasgow School of Art, Glasgow, United Kingdom

    Paul Anderson

Rights and permissions

Reprints and Permissions

Copyright information

© 2014 Springer-Verlag Berlin Heidelberg

About this chapter

Cite this chapter

de Ribaupierre, S., Kapralos, B., Haji, F., Stroulia, E., Dubrowski, A., Eagleson, R. (2014). Healthcare Training Enhancement Through Virtual Reality and Serious Games. In: Ma, M., Jain, L., Anderson, P. (eds) Virtual, Augmented Reality and Serious Games for Healthcare 1. Intelligent Systems Reference Library, vol 68. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-54816-1_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-54816-1_2

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-54815-4

  • Online ISBN: 978-3-642-54816-1

  • eBook Packages: EngineeringEngineering (R0)

search

Navigation