Design and Implement Gaming to Mitigate Challenging Content Learning in a Healthcare Curriculum
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Tao, J., Lim, D., Clark, J. & Gwyn, P.G. (2010). Design and Implement Gaming to Mitigate Challenging Content Learning in a Healthcare Curriculum. In J. Sanchez & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 374-375). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/35571.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2010
Orlando, Florida, USA
October 18, 2010
Jaime Sanchez & Ke Zhang
More Information on ELEARN
Table of Contents
Each course in health education has its challenging part where students may have difficulties to grasp the key concepts and principles. This paper presents the idea of using games to teach challenging content. A case study of how a nursing course “Adult Health I” utilizes gaming in its “Fluid and Electrolytes” content is presented. The process of identifying, designing, developing, implementing and evaluating of two specific game formats (Challenge Game and Action Game) is introduced. Survey data was collected, and using content analysis, six themes of game-based pedagogy will be analyzed: mitigating difficult contents, relevance to content, intellectual engagement, maintaining attention span, learning during leisure, and enhancing retention.
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