Games

Not just games – ‘serious’ games People learn more when they’re having fun So we build games around serious issues We make complex information ‘digestible’ People have fun while they’re learning And they do their jobs a bit better

Why do we need them? Patient care can be dangerously poor Simple things are ignored or done badly People suffer starvation and dehydration Old ways of educating aren’t effective

Board Game vs. Video Lost in Translation: Comparing the Impact of an Analog and Digital Version of a Public Health Game on Players’ Perceptions, Attitudes, and Cognitions Geoff F. Kaufman (Tiltfactor Laboratory, Dartmouth College, Hanover, NH, USA) and Mary Flanagan (Tiltfactor Laboratory, Dartmouth College, Hanover, NH, USA). International Journal of Gaming and Computer-Mediated Simulations 5(3), 1-9, July-September 2013 …the digital version of the game…was less effective at facilitating learning and attitude change.

We do make online games… But board games are better

Playtime

Why games work, at work Motivation – games are fun, people want to play Feedback – shared ideas & collaboration Practice – active learning of real and virtual skills Positive Emotions – fun, competition, collaboration Intensity – completely focussed on the game Choices & Decisions – active engagement with ideas Creating flow, motivation, & fun in learning games. C Murphy, D Chertoff, M Guerrero, K Moffitt. (from The Design of Learning Games, © Springer-Verlag, 2011)

A bit of recent history

Stop The Pressure… NHS England national programme Aimed at nurses, HCAs & AHPs Incremental behavioural changes 50% reduction in pressure ulcers

The Nutrition Game Nutrition Resource of the Year 2013

Dysphagia Game - Project Group NHS England – Caroline Lecko Nutricia Advanced Medical Nutrition Royal College Speech & Language Therapists British Dietetic Association IDDSI (Int Dysphagia Diet Standardisation Initiative) National Nurses Nutrition Group Barchester Healthcare

So what? Anyone can buy them and use them

Making a game work Creating flow, motivation, & fun in learning games. C Murphy, D Chertoff, M Guerrero, K Moffitt. (The Design of Learning Games, © Springer-Verlag, 2011) Creating Flow in ‘serious’ games is a valuable skill Perfect balance of learning objectives and gameplay FLOW Too Hard = Anxiety Too Easy = Boredom

Beneficial side-effects Flatten hierarchies Strengthen relationships Ideal for workshops Popular at conferences Measureable ROI Reinforce learning Reduce inhibitions Increase enthusiasm Encourage active debate