Argueta-Muñoz Fernando D, Olvera-Cortés Hugo E, Durán-Cárdenas Cassandra, Hernández-Gutiérrez Laura, Gutierrez-Barreto Samuel E
Medical Education and Simulation, National Autonomous University of Mexico, Mexico City, MEX.
Neurosurgery, National Autonomous University of Mexico, Mexico City, MEX.
Cureus. 2023 May 18;15(5):e39182. doi: 10.7759/cureus.39182. eCollection 2023 May.
Serious Games (SG) are an educational strategy used in the health professions with positive results in teaching diagnosis and facilitating the application of concepts and knowledge transfer. A type of SG is the branching scenario, which has the potential for a linear story or multiple options to achieve learning goals. There must be evidence for this type of SG's instructional design (InD) and usability.
Propose an InD for the branching scenario and rate its usability.
We conducted a two-phase study. In the first phase, we drafted an InD based on the literature review, and then, we applied an expert validation process through a modified Delphi technique. With the consent of InD, we built five branching scenarios. In the second phase, we apply an instrument to measure the SG usability of the branching scenarios in a cross-sectional study with 216 undergraduate medical students.
A proposal for an InD for branching scenarios was elaborated. This InD has five dimensions with steps and definitions that help the designer fulfill the requirements for the SG. With the InD, we developed five branching scenarios for undergraduate medical students. Finally, the rates for the usability of the branchings had high scores. The branching SG with multiple options offers different outcomes for the same clinical problem in a single activity.
The proposal of a specific InD for branching scenarios considered SG theory and was tested, at least in user usability. The steps proposed include the specificity of the requirements of an SG, such as levels, checkpoints, avatars, and gameplay characteristics, among others, in contrast to the other InD that do not explicitly consider them. One of the limitations of this study is that we applied it only using the H5P software to develop branching scenarios with no other evidence of the performance of the InD in different contexts or platforms.
We propose using an InD to construct branching scenarios. This kind of SG has specific characteristics for its correct operation. Using structured steps in developing SG improves the probability of developing decision-making skills. Using an instrument to assess the usability of at least one dimension of the SG is also recommended to identify opportunity areas.
严肃游戏（SG）是一种在健康职业教育中使用的教学策略，在教学诊断以及促进概念应用和知识转移方面取得了积极成果。分支情景是严肃游戏的一种类型，它具有呈现线性故事或提供多种实现学习目标选项的潜力。对于这种类型的严肃游戏的教学设计（InD）和可用性必须有相应证据。
提出分支情景的教学设计并评估其可用性。
我们进行了一个两阶段的研究。在第一阶段，我们基于文献综述起草了一份教学设计，然后通过改进的德尔菲技术应用专家验证过程。经教学设计同意后，我们构建了五个分支情景。在第二阶段，我们在一项针对216名本科医学生的横断面研究中应用一种工具来测量分支情景的严肃游戏可用性。
阐述了分支情景教学设计的提案。该教学设计有五个维度，包含步骤和定义，有助于设计者满足严肃游戏的要求。利用该教学设计，我们为本科医学生开发了五个分支情景。最后，分支情景的可用性评分较高。具有多种选项的分支严肃游戏在单个活动中针对同一临床问题提供不同结果。
针对分支情景的特定教学设计提案考虑了严肃游戏理论并至少在用户可用性方面进行了测试。所提出的步骤包括严肃游戏要求的具体内容，如级别、检查点、化身和游戏玩法特征等，这与其他未明确考虑这些内容的教学设计形成对比。本研究的局限性之一是我们仅使用H5P软件来开发分支情景，没有其他证据证明该教学设计在不同背景或平台下的表现。
我们建议使用教学设计来构建分支情景。这种严肃游戏有其正确运行的特定特征。在开发严肃游戏时使用结构化步骤可提高培养决策技能的可能性。还建议使用一种工具来评估严肃游戏至少一个维度的可用性，以识别机会领域。
