July 24, 2020By Lance Baily

SAGE’s Simulation & Gaming Journal Brings Unique Perspective to Healthcare Simulation

In healthcare the methodology of simulation, while by no means new, is globally underdeveloped when compared to other high-stakes performance industries such as the military, aviation, mining, space travel, oil and gas and more. As such, learning from other industries that have fully adopted simulation, to the point of simulators that are literally regulated by the government because their level of realism is so high, is an important opportunity that we in healthcare should excercise frequently. Luckily, we can read about the innovations of simulation and serious gaming in a pleathoria of industry verticals thanks to SAGE’s journal: ‘Simulation & Gaming’. Today, we take a closer look at the publication was provides consistent, high quality, and impactful articles that are directly related to our emerging professional field of medical simulation.

Multidisciplinary in Scope Across Many Industries

For more than five decades, Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research has served as a leading international forum for the study and discussion of simulation/gaming methodologies used in education, training, healthcare, consultation, and research. This outstanding quarterly journal not only examines the methodologies, but also explores their application to real-world problems and situations. Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research contains articles examining academic and applied issues in the expanding fields of simulation, virtual reality, educational games, video games, industrial simulations, clinical simulation, computerized simulation, gaming, modeling, play, role-play, debriefing, game design, experiential learning, and related methodologies.

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The broad scope and interdisciplinary nature of Simulation & Gaming are demonstrated by the wide variety of interests and disciplines of its readers and contributors, who practice in areas such as: business, cognition, communication, decision making, psychology, economics, education, educational technologies, engineering, entrepreneurship, environmental issues, human resources, international studies, language training, learning theory, management, marketing, medicine, multiculturalism, negotiation, organization studies, peace and conflict studies, policy and planning, political science, project management, sociology, teamwork, technology, and research methodology. Simulation & Gaming frequently publishes single-theme Symposium Issues and Special Sections guest-edited by experts in the field.

S&G encourages original research and reviews on innovative uses of simulation and/or gaming and ready to use games. They will consider case reports on a case by case basis, where the editors feel that the article will contribute to innovative ways of thinking about the use of simulation and gaming. The Co-Editors are Timothy C. Clapper from Weill Cornell Medical College, J. Tuomas Harviainen from Tampere University and Willy Christian from Kriz University of Applied Sciences Vorarlberg.

Recent & Highlight Simulation & Gaming Articles Include:

Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research (Bayeck): Recent years have seen the resurgence of board games designed for entertainment, and to teach or explicate real life problems. The revival of board gameplay has been discussed in mainstream media, and has drawn the attention of researchers. Yet, in the field of games studies, the conception of games as learning spaces is mostly emphasized through digital/video games. The relationship between board gameplay and learning is evidenced across disciplines and countries. Board games simplify complex issues and systems, which make them appropriate to further explore learning and concepts such as motivation and computational thinking in formal and informal settings. Furthermore, there is need to expand research on learning in commercial board games.

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Virtual Gaming Simulation: An Interview Study of Nurse Educators (Verkuyl et al.): Two methods that provide high fidelity experiences outside of clinical settings are laboratory simulation and virtual simulation. Virtual gaming simulations are emerging and currently, there are no guidelines regarding the process. The purpose of this study was to conduct interviews with nursing educators who use virtual gaming simulation in education to better understand the extent of use, the process, the challenges and benefits they experience, and their recommendations. The results of this study can be used as guideposts for educators who embark on this new learning experience and researchers who wish to expand the body of knowledge in this emerging field.

Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning (Landers): Gamification has been defined as the use of characteristics commonly associated with video games in non-game contexts. In this article, I reframe this definition in terms of the game attribute taxonomy presented by Bedwell and colleagues. This linking is done with the goal of aligning the research literatures of serious games and gamification. A psychological theory of gamified learning is developed and explored. In the theory of gamified learning, gamification is defined as the use of game attributes, as defined by the Bedwell taxonomy, outside the context of a game with the purpose of affecting learning-related behaviors or attitudes. These behaviors/attitudes, in turn, influence learning by one or two processes: by strengthening the relationship between instructional design quality and outcomes (a moderating process) and/or by influencing learning directly (a mediating process). This is contrasted with a serious games approach in which manipulation of game attributes is typically intended to affect learning without this type of behavioral mediator/moderator. Examples of each game attribute category as it might be applied in gamification are provided, along with specific recommendations for the rigorous, scientific study of gamification.

Using Escape Rooms for Conducting Team Research, Understanding Development, Considerations, and Challenges (Cohen et al.): Modern organizations are increasingly reliant on teams, and many organizations are subsequently concerned with the development of interventions that can improve the performance of teams. Escape rooms are beginning to receive attention as a potential avenue to facilitate team-based research. Escape rooms are team-based recreational activities that require a team of individuals to work together and think critically in order to solve a series of puzzles or challenges to escape a room. Research considerations include the use of observational and survey methods in data collection, measurement of team processes and team performance, and how elements of an escape room influence teamwork and problem solving. Various challenges associated with the use of escape rooms in team-based research include considerations for dealing with cheating behavior, providing hints to participants, and resetting the room between experimental trials.

The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge (Lysebetten el al.): During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear how training format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. Compared to the control group, high but not low situational variation improved innovation knowledge. Participants’ prior innovation knowledge did not moderate the results. Hence, our findings indicate that ideally a simulation training includes multiple situations that offer learners various opportunities to practice innovation challenges.

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance (Capelo et al.): Simulation-based learning environments are used extensively to support learning in complex business systems. Nevertheless, studies have identified problems and limitations due to cognitive processing difficulties. In particular, previous research has addressed some aspects of model transparency and instructional strategy and produced inconclusive results. Participants provided with the more transparent strategy and offered the more exploratory guidance demonstrated better understanding of the structure and behaviour of the underlying model. However, our results suggest that while exploratory guidance is a beneficial method for understanding both model structure and behaviour, making only the model transparent is more limited in its effect.

More About SAGE Publications

SAGE is a global academic publisher of books, journals, and a growing suite of library products and services. Driven by the belief that social and behavioral science has the power to improve society, they focus on publishing impactful research and enabling robust research methodology. They produce high quality educational resources that support instructors to prepare the citizens, policy makers, educators and researchers of the future. They publish more than 1,000 journals and 900 new books globally each year, as well as library products and services that include archives, data, case studies and video. SAGE is majority owned by our founder, Sara Miller McCune, and after her lifetime will become owned by a charitable trust that secures the company’s continued independence. Their mission is building bridges to knowledge – supporting the development of ideas through the research process to scholarship that is certified, taught, and applied.

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