Design for Transfer Figural Transfer Through Metaphorical Recontextualization in Games for Health
Total Page：16
File Type：pdf, Size：1020Kb
Derek A. Derek Kuipers Design for Transfer Transfer Design for Design for Transfer Figural Transfer through Metaphorical Recontextualization in Games for Health www.designfortransfer.nl Derek A. Kuipers 1 2 Design for Transfer Figural transfer through metaphorical recontextualization in Games for Health Proefschrift ter verkrijging van de graad van doctor aan de Rijksuniversiteit Groningen op gezag van de rector magnificus prof. dr. C. Wijmenga en volgens besluit van het College voor Promoties. De openbare verdediging zal plaatsvinden op woensdag 2 oktober 2019 om 16:15 uur Life is Strange (2015) door Follow the story of Max Caulfield, a photography senior who discovers she can rewind time while saving her best friend Chloe Price. The pair soon find themselves investigating the mysterious disappearance of fellow student Rachel Amber, uncovering a dark side to life in Arcadia Bay. Dirk Albert Kuipers Meanwhile, Max must quickly learn that changing the past can sometimes lead to a devastating future. geboren op 3 mei 1975 Image: © Deck Nine, Feral Interactive, All Rights Reserved. te Wieringerwerf Promotor To the greatest Metaphor of all Prof. dr. J.P.E.N. Pierie Copromotor Dr. J. T. Prins Beoordelingscommissie Prof. dr. M. Vriens Prof. dr. H.B.M. van de Wiel Prof. dr. M.P. Schijven 2 3 Voor Janneke. Jij kunt alles. Colofon: Ontwerp & Opmaak: Jan-Wessel Hovingh Druk: Zalsman Druk, Groningen ISBN: 978-94-034-1854-4 4 5 Chapters H1 Introduction and Rationale 9 H2 The Role of Transfer in Designing Games and Simulations for 19 Health: Systematic Review H3 Design for Transfer 39 H4 iLift: A health behavior change support system for lifting and 51 transfer techniques to prevent lower-back injuries in healthcare H5 Mobile Adaptive Therapeutic Tool In psycho-Education (M.A.T.T.I.E.) 85 H6 Maximizing Authentic Learning and Real-world Problem Solving in 97 Health Curricula through Psychological Fidelity in a Game-like intervention: Development, Feasibility and Pilot Studies H7 Play It Safe: A Situational Game for Occupational Safety 123 H8 Design Research in Health Education: Don’t Jump to Conclusions 145 H9 Summary, Key Findings, and Future Perspectives 159 H10 Samenvatting, Conclusies en Perspectief 183 Appendices 206 6 7 H1: Introduction and Rationale Beyond Eyes (2015) Beyond Eyes is a modern fairy tale about finding courage and friendship. Step by step, uncover an incredible world, carefully guiding Rae, a young blind girl, on a life-changing journey. Image: Tiger & Squid / Team17 Digital, All Rights Reserved. 8 9 BLOAD”CAS:”,R, Simulations and Games We must have been around 6 years old, my For quite some time now serious games motivating than the instructional methods It is important to be clear about the dis- brother and I, when everything was a game are held in high esteem for having great used in the comparison group. This is a tinction between simulations and games. to us. Tree houses were sky castles, rafts potential for education and learning [2]. remarkable result, keeping in mind that the Key features of simulations are that they were pirate ships and everything we built Studies on serious gaming offer insights on scientific interest in games as a learning represent real-world systems [17], whereas from Lego came to life. We were not alone how these should be designed to facilitate tool stems primarily from the strong mo- games do not have to. The term game-like in this, as to the best of my knowledge all learning, and why they are unique to use in tivational properties of a game [14]. This interventions used throughout this thesis our contemporaries engaged in play back learning situations, e.g., [3,4,5]. provokes the idea that this inevitably has to refers to the space between simulations then. Playing was an autotelic experience These studies share an analytical perspec- do with the design of these serious games and games: game-like simulations or sim- [1], done without instructions or supervision. tive on such games through trying to under- themselves. ulation games. The past two decades have We discovered and gave meaning to the stand them, explicating their mechanics, or seen rapidly growing interest in using sim- world through play. It is said that children finding out how they perform juxtaposed to If game-based learning is regarded as an ulation for purposes of improving patient learn by playing, and that could well be the existing approaches. Reality shows that in emergent paradigm of digitally mediated safety and patient care through a variety case. But at the time, we didn’t play to learn many cases the serious game lacks the feel learning [15,16] in formal and professional of applications [18], but games for Health something, we just played for fun. of a leisure game and cannot provide the contexts, what conceptual work can the hardly seem to gain a foothold in Health same levels of flow and immersiveness. design of these games be based upon? Why education. Not long after our tree house construction do so many serious games in Health hard- period, we were the first in our little village Some scholars point out that in general, ly resemble the games I grew up with? If with a home computer: an MSX-1 with its game research lacks quality [6,7] and that good video games are regarded as learning Design for Transfer sometimes precarious tape recorder. The serious games are not more effective in machines [11], it seems justified to go into video games we played on this magical de- terms of learning than other instruction more detail on how to keep them good, also This thesis argues that the results achieved vice fitted seamlessly into our fantasy world methods [8]. An often-observed phenom- as a serious game. Broadening the field of with games and game-like interventions are not so much due to the capacities of and virtually extended our playground. It’s enon is that despite rules and guidelines education with technologies such as video the medium itself, but are diminished due remarkable how many details I still remem- [9,10], efforts in making a serious game do games not only raises questions on their to persisting difficulties in, from an instruc- ber of those video games: the end bosses, not result in a good game [11], mostly be- appearance and mechanics, but surely tional perspective, making existing learning the quests and even the music. Even though cause the unique motivational features of needs rigorous research on how serious content suitable for use in games. I am it was over 30 years ago, the in-game expe- games are lost in the design process, whilst content can be integrated in a game without giving here a somewhat exculpatory version riences felt real and meaningful. But: was the foremost reason to use serious games harming the unique features games offer of reality, with the aim of highlighting the playing those games meaningful? Did I learn is their alleged motivational appeal [12]. A for learning, since the connection between issue at hand. Transfer theory distinguish- anything from playing them? Did it some- recent meta-analysis of the cognitive and game design with a focus on entertainment es between mere learning and transfer how influence my behavior in the now? motivational effects of serious games [13] and instructional design with a focus on [19]. Mere learning is about remembering Somehow I know it did. showed that serious games are not more learning is not a natural one [13]. knowledge, with the aim of passing a test. 10 11 Often this knowledge is, in fact, de-contex- transfer by metaphorical recontextualiza- Outline of the thesis EXPLORE tualized knowledge and can be seen as the tion of mere knowledge, for the purpose of findings of someone else. The learner only learning via the road of figural transfer. The Figure 1 provides a schematic overview of In a systematic review, Chapter 2 describes has to take note of it and try to remember reason for further exploring this subject is the following chapters and their interre- the literature found specifically on the and reproduce it as correctly as possible. the assumption that metaphorical recon- lationships. The chapters can be divided second class of transfer types in the design A test environment can be seen as a target textualization of mere knowledge fits in a into three themes (explore, experiment and of serious games and simulations. Focusing context, but that is not what transfer theory more natural way with how learning takes edify), which are explained in more detail on game-like interventions for Health and is about. The recontextualization of mere place in games. If in-game learning occurs below. The image shows two tracks, where Health care, this study aimed to (1) deter- knowledge in a simulation is based on -with by figural transfer [20] using metaphorical the blue route involves the exploration, mine whether the second class of transfer simulations being seen as representations recontextualization can be seen as a key conceptualization, and application of trans- is recognized as a road for transfer in game- of real-world systems- imitating the source element for success in learning and game- fer theory in games for Health, the orange like interventions, (2) review the applica- context as accurate as possible. When play. This defines the premise of this thesis simulating an operating room or following and in case of proven effect and feasibility, route describes the by-catch of the design tion of the second class of transfer type in medical protocols, it is of the utmost impor- a focus on figural transfer contributes to the research and the unforeseen effects of the designing game-like interventions, and (3) tance that the learning within the simula- field of serious gaming research by adding gaming artifacts as boundary objects in assess studies that include second-class tion context matches the required compe- a new possibility in approaching designing the social system for which the game-like transfer types reporting transfer outcomes.