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Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review”

Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious... JMIR SERIOUS GAMES Cosimini et al Letter to the Editor Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review” 1* 2* 3* Michael Joseph Cosimini , MD; Bjorn Watsjold , MD, MPH; Teresa M Chan , MD, MHPE Oregon Health Sciences University, Portland, OR, United States Department of Emergency Medicine, University of Washington, Seattle, WA, United States Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, ON, Canada all authors contributed equally Corresponding Author: Michael Joseph Cosimini, MD Oregon Health Sciences University 707 S Gaines St Portland, OR, 97239 United States Phone: 1 503 494 7993 ext 47993 Email: cosimini@ohsu.edu Related Article: Comment on: https://games.jmir.org/2021/3/e28650 (JMIR Serious Games 2022;10(1):e34656) doi: 10.2196/34656 KEYWORDS game-based learning; health professions education; participatory design; systematic review; user-centered design; serious games; game development; end users; education Maheu-Cadotte et al [1] reviewed end user involvement in the games and gamification, not all games are digital, and similarly, development of serious games for health professionals’ not all serious games are digital. As designers of card and board education. They identified 45 games that were evaluated in games used for health professionals’ education, we invite those randomized controlled trials for efficacy, of which only 21 in our field to reconsider this narrow definition. With its origin reported on end user involvement during development. Citing in mind, a more inclusive definition of serious games would be a 2012 review, the authors included serious games defined as any standalone game designed with a specific purpose beyond “video games designed with a primary educational purpose” entertainment regardless of medium.  [2]. This definition misses a large category of games whose We applaud Maheu-Cadotte et al [1] for highlighting the review could provide important insights on the topic. importance of end users’ contributions to game development, The term “serious games” likely originated from the 1970 which applies to analog games as much as digital ones, with monograph of the same name by Clark Abt [3]. The book similar questions regarding balancing cost and possible benefit concerns “serious games in the sense that these games have an for consideration. Our experience has been variable: students explicit and carefully thought-out educational purpose and are (the target audience) co-designed GridlockED along with faculty not intended to be played primarily for amusement” [3]. Abt but were only involved in playtesting during early design work explored a number of examples including a card game to learn on Empiric [5]. For Clinical Coaching Cards, the game math, a board game to teach color mixing using transparent underwent iterative rule changes based on observations of end sheets, as well as a number of simulations of historic events and user play and feedback collected during workshop sessions [6]. economies. He discussed a case with a component of As Maheu-Cadotte et al [1] have shown, this is generally not computer-based simulation; however, the bulk of the book was well-reported, and we agree that end user involvement and dedicated to analog experiences.  feedback is a key component of demonstrating the validity of a game as an educational intervention. We would like to challenge the persistent usage of the narrow digital-only definition of a serious game seen in health We are appreciative of the insight provided by this review and professionals’ education, often citing the same 2012 review or hope the journal can prompt authors of future submissions to its source, a 2006 book about the design of serious video games provide information pertaining to end user involvement on [4]. While the focus of JMIR Serious Games may be digital reports of serious games. We encourage other researchers to https://games.jmir.org/2022/1/e34656 JMIR Serious Games 2022 | vol. 10 | iss. 1 | e34656 | p. 1 (page number not for citation purposes) XSL FO RenderX JMIR SERIOUS GAMES Cosimini et al expand their definition of serious games and specify the focus on digital games when appropriate.  Conflicts of Interest MC is the designer of Empiric Game and receives minor royalties from the sales of this card game. TMC is a cocreator of the GridlockED and TriagED serious board games. While she does not receive proceeds from these games (this has been donated generously to McMaster University), this does pose an intellectual conflict of interest. The other author declares no conflicts of interest. Editorial Notice The corresponding author of “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review” declined to respond to this letter. References 1. Maheu-Cadotte MA, Dubé V, Cossette S, Lapierre A, Fontaine G, Deschênes MF, et al. Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review. JMIR Serious Games 2021 Aug 19;9(3):e28650 [FREE Full text] [doi: 10.2196/28650] [Medline: 34129514] 2. Graafland M, Schraagen JM, Schijven MP. Systematic review of serious games for medical education and surgical skills training. Br J Surg 2012 Oct;99(10):1322-1330. [doi: 10.1002/bjs.8819] [Medline: 22961509] 3. Abt CC. Serious Games. New York, NY: Viking Compass; 1970. 4. Bergeron BP. Developing Serious Games. Hingham, MA: Charles River Media; 2006. 5. Tsoy D, Sneath P, Rempel J, Huang S, Bodnariuc N, Mercuri M, et al. Creating GridlockED: A Serious Game for Teaching About Multipatient Environments. Acad Med 2019 Jan;94(1):66-70. [doi: 10.1097/ACM.0000000000002340] [Medline: 29979206] 6. Watsjold B, Zhong D. Clinical Coaching Cards: A Game of Active Learning Theory and Teaching Techniques. MedEdPORTAL 2020 Nov 23;16:11042 [FREE Full text] [doi: 10.15766/mep_2374-8265.11042] [Medline: 33274297] Edited by T Leung; this is a non–peer-reviewed article. Submitted 09.11.21; accepted 27.01.22; published 09.02.22. Please cite as: Cosimini MJ, Watsjold B, Chan TM Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review” JMIR Serious Games 2022;10(1):e34656 URL: https://games.jmir.org/2022/1/e34656 doi: 10.2196/34656 PMID: 35138255 ©Michael Joseph Cosimini, Bjorn Watsjold, Teresa M Chan. Originally published in JMIR Serious Games (https://games.jmir.org), 09.02.2022. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Serious Games, is properly cited. The complete bibliographic information, a link to the original publication on https://games.jmir.org, as well as this copyright and license information must be included. https://games.jmir.org/2022/1/e34656 JMIR Serious Games 2022 | vol. 10 | iss. 1 | e34656 | p. 2 (page number not for citation purposes) XSL FO RenderX http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png JMIR Serious Games JMIR Publications

Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review”

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JMIR Publications
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Copyright © The Author(s). Licensed under Creative Commons Attribution cc-by 4.0
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2291-9279
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10.2196/34656
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Abstract

JMIR SERIOUS GAMES Cosimini et al Letter to the Editor Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review” 1* 2* 3* Michael Joseph Cosimini , MD; Bjorn Watsjold , MD, MPH; Teresa M Chan , MD, MHPE Oregon Health Sciences University, Portland, OR, United States Department of Emergency Medicine, University of Washington, Seattle, WA, United States Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, ON, Canada all authors contributed equally Corresponding Author: Michael Joseph Cosimini, MD Oregon Health Sciences University 707 S Gaines St Portland, OR, 97239 United States Phone: 1 503 494 7993 ext 47993 Email: cosimini@ohsu.edu Related Article: Comment on: https://games.jmir.org/2021/3/e28650 (JMIR Serious Games 2022;10(1):e34656) doi: 10.2196/34656 KEYWORDS game-based learning; health professions education; participatory design; systematic review; user-centered design; serious games; game development; end users; education Maheu-Cadotte et al [1] reviewed end user involvement in the games and gamification, not all games are digital, and similarly, development of serious games for health professionals’ not all serious games are digital. As designers of card and board education. They identified 45 games that were evaluated in games used for health professionals’ education, we invite those randomized controlled trials for efficacy, of which only 21 in our field to reconsider this narrow definition. With its origin reported on end user involvement during development. Citing in mind, a more inclusive definition of serious games would be a 2012 review, the authors included serious games defined as any standalone game designed with a specific purpose beyond “video games designed with a primary educational purpose” entertainment regardless of medium.  [2]. This definition misses a large category of games whose We applaud Maheu-Cadotte et al [1] for highlighting the review could provide important insights on the topic. importance of end users’ contributions to game development, The term “serious games” likely originated from the 1970 which applies to analog games as much as digital ones, with monograph of the same name by Clark Abt [3]. The book similar questions regarding balancing cost and possible benefit concerns “serious games in the sense that these games have an for consideration. Our experience has been variable: students explicit and carefully thought-out educational purpose and are (the target audience) co-designed GridlockED along with faculty not intended to be played primarily for amusement” [3]. Abt but were only involved in playtesting during early design work explored a number of examples including a card game to learn on Empiric [5]. For Clinical Coaching Cards, the game math, a board game to teach color mixing using transparent underwent iterative rule changes based on observations of end sheets, as well as a number of simulations of historic events and user play and feedback collected during workshop sessions [6]. economies. He discussed a case with a component of As Maheu-Cadotte et al [1] have shown, this is generally not computer-based simulation; however, the bulk of the book was well-reported, and we agree that end user involvement and dedicated to analog experiences.  feedback is a key component of demonstrating the validity of a game as an educational intervention. We would like to challenge the persistent usage of the narrow digital-only definition of a serious game seen in health We are appreciative of the insight provided by this review and professionals’ education, often citing the same 2012 review or hope the journal can prompt authors of future submissions to its source, a 2006 book about the design of serious video games provide information pertaining to end user involvement on [4]. While the focus of JMIR Serious Games may be digital reports of serious games. We encourage other researchers to https://games.jmir.org/2022/1/e34656 JMIR Serious Games 2022 | vol. 10 | iss. 1 | e34656 | p. 1 (page number not for citation purposes) XSL FO RenderX JMIR SERIOUS GAMES Cosimini et al expand their definition of serious games and specify the focus on digital games when appropriate.  Conflicts of Interest MC is the designer of Empiric Game and receives minor royalties from the sales of this card game. TMC is a cocreator of the GridlockED and TriagED serious board games. While she does not receive proceeds from these games (this has been donated generously to McMaster University), this does pose an intellectual conflict of interest. The other author declares no conflicts of interest. Editorial Notice The corresponding author of “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review” declined to respond to this letter. References 1. Maheu-Cadotte MA, Dubé V, Cossette S, Lapierre A, Fontaine G, Deschênes MF, et al. Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review. JMIR Serious Games 2021 Aug 19;9(3):e28650 [FREE Full text] [doi: 10.2196/28650] [Medline: 34129514] 2. Graafland M, Schraagen JM, Schijven MP. Systematic review of serious games for medical education and surgical skills training. Br J Surg 2012 Oct;99(10):1322-1330. [doi: 10.1002/bjs.8819] [Medline: 22961509] 3. Abt CC. Serious Games. New York, NY: Viking Compass; 1970. 4. Bergeron BP. Developing Serious Games. Hingham, MA: Charles River Media; 2006. 5. Tsoy D, Sneath P, Rempel J, Huang S, Bodnariuc N, Mercuri M, et al. Creating GridlockED: A Serious Game for Teaching About Multipatient Environments. Acad Med 2019 Jan;94(1):66-70. [doi: 10.1097/ACM.0000000000002340] [Medline: 29979206] 6. Watsjold B, Zhong D. Clinical Coaching Cards: A Game of Active Learning Theory and Teaching Techniques. MedEdPORTAL 2020 Nov 23;16:11042 [FREE Full text] [doi: 10.15766/mep_2374-8265.11042] [Medline: 33274297] Edited by T Leung; this is a non–peer-reviewed article. Submitted 09.11.21; accepted 27.01.22; published 09.02.22. Please cite as: Cosimini MJ, Watsjold B, Chan TM Serious Games Without Screens. Comment on “Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review” JMIR Serious Games 2022;10(1):e34656 URL: https://games.jmir.org/2022/1/e34656 doi: 10.2196/34656 PMID: 35138255 ©Michael Joseph Cosimini, Bjorn Watsjold, Teresa M Chan. Originally published in JMIR Serious Games (https://games.jmir.org), 09.02.2022. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Serious Games, is properly cited. The complete bibliographic information, a link to the original publication on https://games.jmir.org, as well as this copyright and license information must be included. https://games.jmir.org/2022/1/e34656 JMIR Serious Games 2022 | vol. 10 | iss. 1 | e34656 | p. 2 (page number not for citation purposes) XSL FO RenderX

Journal

JMIR Serious GamesJMIR Publications

Published: Feb 9, 2022

Keywords: game-based learning; health professions education; participatory design; systematic review; user-centered design; serious games; game development; end users; education

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