scholarly journals An Interactive Simulation Game to Enhance Learners' Experience on Ubiquitous Computing Devices

10.5772/8108 ◽  
2009 ◽  
Author(s):  
Vincent Tam ◽  
Zexian Liao ◽  
C.H. Leung ◽  
Lawrence Yeung ◽  
Alvin C.M.
Keyword(s):  
Ubiquitous Computing ◽  
Simulation Game ◽  
Interactive Simulation

A Computer Interactive Simulation Game

1975 ◽  
Vol 7 (1) ◽  
pp. 27-36 ◽  
Author(s):  
A. Berry Crawford ◽  
Mac McKee
Keyword(s):  
Simulation Game ◽  
Interactive Simulation

scholarly journals The Use of Simulation Games and Tabletop Exercises in Disaster Preparedness Training of Emergency Medicine Residents

2019 ◽  
Vol 34 (s1) ◽  
pp. s82-s82 ◽  
Author(s):  
Lourdes Rodriguez Rivera ◽  
Cynthia Rodriguez Rivera ◽  
Alberto Zabala Soler ◽  
Rey Pagan Rivera ◽  
Luis Rodriguez ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Emergency Preparedness ◽  
Clinical Decision Making ◽  
Group Versus ◽  
Simulation Game ◽  
Exam Performance ◽  
Interactive Simulation ◽  
Knowledge Based ◽  
Teaching Interventions ◽  
Exam Scores

Introduction:Emergency physicians play a frontline role in hospital disaster responses and require appropriate training.Aim:The aim of the current study was to pilot and compare the effectiveness of two emergency preparedness teaching interventions: the first employing traditional lecture-based instruction (LEC) and the second utilizing interactive simulation/game-based teaching (SIM).Methods:A two-group randomized pre- and post-test design was implemented into the didactic curriculum of the Emergency Medicine (EM) Residency Training Program at the San Lucas Episcopal Hospital in Ponce, Puerto Rico. Residents (n=23) completed either a LEC (control) or SIM teaching module (single day, one to two hours) focusing on emergency preparedness concepts, disaster-related clinical decision-making, and physician responsibilities during hospital disaster protocols. Knowledge-based multiple-choice exams and scenario-based competency exams were administered at three different time points: one-week pre-intervention, immediately post-training, and two-weeks post-training. Test scores were compared between groups at each time point using the Mann-Whitney U test.Results:Following the teaching interventions, no significant differences were found between the LEC group versus the SIM group in knowledge-based exam performance (LEC 81.1%[9.4] vs. SIM 74.9%[12.1]; U=42.50, p=0.15) and scenario-based exam performance (LEC 80.0%[9.7] vs. SIM 80.2%[9.2]; U=62.00, p=0.83), suggesting both teaching methods were similarly effective. Indeed, knowledge-based exam scores improved two-fold and scenario-based exam scores improved by over 50% immediately following training relative to baseline exam scores. Two-weeks post-training, a significant decrease in scenario-based exam performance was found in the LEC group relative to the SIM group (LEC 63.1%[11.6] vs. SIM 75.4%[11.5]; U=91.50, p=0.036), suggesting residents who train with simulations show greater retention of scenario-based concepts compared to those who train with lecture-based training alone.Discussion:The current study highlights the potential dual value of incorporating simulation training in EM emergency preparedness curriculums in improving both knowledge and concept retention of physician disaster responsibilities.

Development of an Interactive Simulation/Game

1980 ◽  
Vol 11 (1) ◽  
pp. 59-86 ◽  
Author(s):  
Jan Klabbers ◽  
Katy Hoefnagels ◽  
Gert Jan Truin ◽  
Pieter Van Der Hijden
Keyword(s):  
Simulation Game ◽  
Interactive Simulation

Non-Invasive Gait Monitoring in a Ubiquitous Computing House

2010 ◽  
Vol 130 (3) ◽  
pp. 383-387 ◽  
Author(s):  
Yuji Ohta ◽  
Nobuhisa Motooka ◽  
Itiro Siio ◽  
Koji Tsukada ◽  
Keisuke Kambara
Keyword(s):  
Ubiquitous Computing ◽  
Non Invasive ◽  
Gait Monitoring
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