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TITLE
First-Aid game
LEARNING OBJECT
Serious game for training in basic first-aid and reanimation procedures
WEBSITE OF THE PRODUCT
NAME OF AUTHOR(S)
Aragonese Center for Educational Technologies (CATEDU)
NAME OF PRODUCER
e-UCM Research Group Department (https://www.e-ucm.es/)
TYPE OF PRODUCT
Downloadable software, Online Game
SUBJECT TAUGHT
Natural Science, Technology
LEVEL OF KNOWLEDGE
Medium
TARGET GROUP AGE
14 – 16 years old
TUTORIAL SUPPORT
Yes
DESCRIPTION
Knowledge of first aid, which constitutes lifesaving treatments for injuries or illnesses, is important for every individual.
The First-Aid game was commissioned by the Aragonese Center for Educational Technologies (CATEDU), as a tool to teach high school students basic first-aid and reanimation procedures. The game has been validated and tested in multiple experiences in high schools.
It was developed by the e-UCM Research Group using e-Adventure, an authoring platform for the creation of educational games. It is distributed under a Creative Commons license (by-nc-sa).
The First-Aid game was commissioned by the Aragonese Center for Educational Technologies (CATEDU), as a tool to teach high school students basic first-aid and reanimation procedures. The game has been validated and tested in multiple experiences in high schools.
It was developed by the e-UCM Research Group using e-Adventure, an authoring platform for the creation of educational games. It is distributed under a Creative Commons license (by-nc-sa).
INNOVATIVE LEARNING OBJECT
1. A short theoretic presentation of the basic tool is given by the teacher together with examples.
2. Students are asked to play the game for training in basic first-aid and reanimation procedures.
3. Students are divide into teams.
4. Each team must search on the network for data on the 5 major causes requiring the first-aid intervention.
5. Students are asked to enter the data into a spreadsheet and carry out the basic statistical analysis (by age, ethnicity, gender, professions, etc.).
6. Each team should present the data which will be discussed by the class.
7. Then every team evaluates every presentation (quantitively and qualitatively) and gives points (min 1- max 10 points) for the presenting team.
8. Teacher makes a summary of the basic outcomes of the lesson and evaluation of the group work.
2. Students are asked to play the game for training in basic first-aid and reanimation procedures.
3. Students are divide into teams.
4. Each team must search on the network for data on the 5 major causes requiring the first-aid intervention.
5. Students are asked to enter the data into a spreadsheet and carry out the basic statistical analysis (by age, ethnicity, gender, professions, etc.).
6. Each team should present the data which will be discussed by the class.
7. Then every team evaluates every presentation (quantitively and qualitatively) and gives points (min 1- max 10 points) for the presenting team.
8. Teacher makes a summary of the basic outcomes of the lesson and evaluation of the group work.
EXPERT'S COMMENT
Interactions and collaborative knowledge are essential ingredients and facilitators in the training process, especially in the health field and in particular the first aid emergency for example the SIMFOR project; a serious game for the training of non-professionals in risk management, the work of Chittaro Luca; and the serious game for the first aid learning and the adaptive serious game.
References:
Marchiori EJ, Ferrer G, Fernández-Manjón B, Povar Marco J, Suberviola González JF, Giménez Valverde A. Video-game instruction in basic life support maneuvers. Emergencias. 2012;24:433-7
Benkhedda, S., Bendella, F., Daouadji, A. K. (2017). Collaborative and Individual Assessment in a Medical Serious Game, 11th Annual International Technology, Education and Development Conference. Valencia, Spain. doi:10.21125/inted.2017.1285
Chittaro, L. (2015). Designing serious games for safety education, LEARN TO BRACE, VS. TRADITIONAL PICTORIALS FOR AIRCRAFT PASSENGERS. IEEE Transactions on Visualization and Computer Graphics, 22(5), 1527-1539. doi:10.1109/TVCG.2015.2443787
Oksanen, K., Lainema, T., Hämäläinen, R. (2017). Learning from social collaboration: A paradigm shift in evaluating game-based learning. In Zheng, R., Gardner, M. K. (Eds.), The handbook of research on serious games for educational applications (pp. 41-65). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0513-6.ch003
References:
Marchiori EJ, Ferrer G, Fernández-Manjón B, Povar Marco J, Suberviola González JF, Giménez Valverde A. Video-game instruction in basic life support maneuvers. Emergencias. 2012;24:433-7
Benkhedda, S., Bendella, F., Daouadji, A. K. (2017). Collaborative and Individual Assessment in a Medical Serious Game, 11th Annual International Technology, Education and Development Conference. Valencia, Spain. doi:10.21125/inted.2017.1285
Chittaro, L. (2015). Designing serious games for safety education, LEARN TO BRACE, VS. TRADITIONAL PICTORIALS FOR AIRCRAFT PASSENGERS. IEEE Transactions on Visualization and Computer Graphics, 22(5), 1527-1539. doi:10.1109/TVCG.2015.2443787
Oksanen, K., Lainema, T., Hämäläinen, R. (2017). Learning from social collaboration: A paradigm shift in evaluating game-based learning. In Zheng, R., Gardner, M. K. (Eds.), The handbook of research on serious games for educational applications (pp. 41-65). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0513-6.ch003
TEACHER'S COMMENT
I had prepared to use this with a Transition Year class. Before starting the lesson, I tried downloading the game but it would not download, it took me to another page which said it was downloading and would take some time to download. I then thought the laptop I was using may not have had the correct software for it so I downloaded the recommended software from this website so that I could open the game but that did not work either. I also tried downloading the software onto an ipad or a phone and that also did not work. The information on this website is good and I do believe it could be a very worthwhile game to share with students. The description sounds very good and it could be used in many ways including for Junior Cycle students as well as Transition Year students. The research linked to this game is very in-depth and looks to have provided the production team with great ideas for a game. The pictures of the game in use seem good and I think it would be good as the scenarios seem very relevant. The use of choking, burns and then a full scenario where it is clear that the person is just being found unconscious are good examples that students should be aware of before leaving secondary school.