Build a digital learning platform game development model of medical content

Build a digital learning platform game development model of medical content

Building a medical content development model for a digital game- based e-learning platform

Wen-Chieh Tsai

Entity Postulate

Chien-Yeh Hsu

a, b, c

Institute of Medical Informatics, Taipei Medical University

am110092001@tmu.edu.tw,bterry@tmu.edu.tw,c cyhsu@tmu.edu.tw

Summary

This study will construct a set of medical knowledge into the digital learning platform game design process of the script, called Knowledge Representation for Game- based Interface (KReGI). And knowledge of the Japanese encephalitis case, the successful completion of a multiplayer online role-playing learning games.

The results from the game known as digital game and made a special presentation of the study subjects had a high degree of motivation, and

conducive to learning and memory and understanding of the content. ^However,

on the one hand because the beta version of the story lay out the game with the task of explanation is not perfect, on the other hand because of the use of online role-playing game types of games degrees of freedom is too high, learners in the tasks and learning objectives do not know the circumstances under does not determine whether the expression of knowledge transformation for learning.

This study provides a number learning game content design process, in

particular, emphasizing knowledge was transformed into rendered game, in the hope for future similar studies can provide a reusable structure to save

Xiangguan learning Meijiejiangou the time. And will follow-up study, a detailed assessment learner's cognitive processes in the game, and the medical

knowledge of the particularity of the digital transformation of the game after learning the game with the applicable type.

Keywords: Digital games, digital learning, knowledge transfer, knowledge representation, game analysis, medical education

Abstract

In this study, we built up a process for transforming medical knowledge to a digital game development scripts, called "Knowledge Representation for Game-based Interface (KReGI)". By this model, we successfully constructed a massive multiplayer online role-playing game with the learning content focused on Japanese encephalitis.

The results of the evaluation for this online game show that the learners were motivated by this special material positively. It also helps the learners on memorizing and understanding the learning content. But the results also show that we are uncertain whether the knowledge represented in this game is suitable for learning under the circumstances that the mission or learning objects are not known well by the players. It's because the beta version game used for evaluation had incomplete story line. Besides, a great deal of confounding factors in the "micro-world" of role-playing game itself may divert the subjects from the learning courses.

The methods of knowledge transformation and representation used in building the digital game are described in this article. We expect that by applying the "KReGI" process, the construction time can be reduced for the development of other similar digital learning games. In the future, we will put more emphasize on the learners' cognitive process while they receive and apply the knowledge in the game.

Also, to verify the effects of, and to search for suitable game types for medical knowledge representations in digital games will be our Ever-Quests .

Keywords: digital game, e-learning, knowledge transformation, knowledge representation, game analysis, medical education

I. Introduction

Digital games (digital game) combines the game play itself with those who can improve the characteristics of intrinsic motivation, and digital expression of the diversity and capabilities, education and training to become a powerful tool. ^The

object of their application gradually expanded from child to adult; the application area, is also not limited to imparting knowledge in schools, and even includes a staff of vocational training and rehabilitation medicine [1] [2] [3].

In the design of a set of digital game-based learning / treatment media, the most

important step is to learn the knowledge or training wants and hopes for the unit,

the appropriate presentation of the digital game situations [4]. How not to

destroy the game of digital games, but game expressions can use skillfully to

achieve the purpose of learning and training, involving the technical and

theoretical addition to the game script writing, but also includes knowledge

management and transformation (knowledge management and transformation ) and

knowledge how to display the form of the game (knowledge representation for game), and game analysis (game analysis) the ability of [5].

Learning in the digital game / therapeutic use literature, and more focus on its application for the results, little is stressed or describe the steps in the process of knowledge transformation, and knowledge presented in the game when the use of cognitive processes.

The purpose of this study was to establish a set of online games in the basic medical knowledge content for the conversion mode. With this model, the ability to textbooks of medical knowledge, the choice of the appropriate game type, the application of appropriate digital games expressions, appropriate to show in game situations, to achieve the ultimate learning goals and provide future design of digital reference pattern learning game.

Two, the research methods and tools 1, Game-Based e-Learning (GBeL)

This study belongs to the National Science Council Digital Learning national programs ─ ─ "network to attract a character can be transformed into a positive learning motivation for the forward-looking e-learning platform" project in the second sub-sub-projects. The purpose of drawing a total of: 1. Evaluation of the Internet to attract nature, and into the way of motivation. 2. To establish a network game features an innovative e-learning platform GBeL (Game-Based e- Learning). 3. Build a medical education online learning online game in order to transform Internet addiction traits into positive motivation.

The second sub-project "Construction of an online game platform of digital medical content model" aims to construct a total picture of medical education required for students online game content. Include knowledge management and transformation of the structure of the game, knowledge of the game forms, techniques and academic theory. Experts in immunology and microbiology discussion, decided to knowledge of the Japanese encephalitis virus, for example, the development of this research study and game content.

2, Knowledge Representation for Game-Based Interface (KReGI)

Medical knowledge into the way to the game show is a creative and

organizational skills needed work, but also the core of digital learning games.

Not only the research team must have extensive knowledge of digital games, but also have insight into the composition of components of the ability of the game, as well as those who play the game in the cognitive process of understanding, medical knowledge can be tidied render correctly in the appropriate context of the game, and Naturally players agree, without losing its playfulness and fun.

Figure 1, Knowledge Representation for Game-based Interface (KReGI) process

The present study established a knowledge management process and into the game, called Knowledge Representation for Game-based Interface (KReGI), the main idea of this process from problem-based learning (problem-based learning), and ontology learning (ontology) the basic concepts, knowledge of Japanese encephalitis, for example, the beginning of knowledge as the collected, Jing Guo classification, Guan Li, Cheng She Ji demonstrated to conversion of Jiaoben data using the game to Gong program design staff Zhuanxie game of Zhenggeliucheng divided into seven steps (Figure 1):

1. Collection: the teachers of the syllabus and objectives mainly obtained from textbooks and online articles related to Japanese encephalitis, news and picture data. Knowledge collected in the process of game design constantly updated or increased by the knowledge of microbial

immunology verify the correctness.

2. Category: Interpretation of the collection to the knowledge and the knowledge content in accordance with the degree of similarity is divided into various categories. When to refer to the original distinction between the classification of the main textbooks [6], with teachers learning

framework to meet the students learning the existing structure. ^{In this}

study, knowledge is divided into the virus structure, geographical

distribution, epidemiological characteristics, mode of transmission, clinical symptoms, prevention and treatment, vaccines and other categories, under which were given in accordance with knowledge of the complexity of sub-classification or small projects. Will gather to knowledge

classification, the knowledge will be transformed into structured

knowledge.

3. Management: The order of classification of property, the relevant knowledge of 11 similar small projects into sub-categories or after the order of words and expressions, than to repeat the part to be deleted.

And regularly review the updated version is different from mine of

knowledge to achieve the management objective. Structured knowledge through management steps, will be translated into systematic knowledge table (Figure 2).

Figure 2, after KReGI of "management" steps, the knowledge into systematic knowledge table (part)

4. Standardization: the classification and management of language (terminology) standardization and appraises update their knowledge, and with other knowledge (such as other viruses) in the control. ^{If we}

complete classification of knowledge according to SCORM specifications for standardization and systematization of knowledge can be transformed into knowledge-sharing for the use of other platforms [7].

5. Integration: Based on the aims of teaching and learning objects can share the knowledge from selected parts of wants and hopes to learn to re- integrate the knowledge of the specific structured learning content. ^After

the integration step, can meet to share knowledge has become the object of teaching objectives and level of knowledge to learn the script.

6. Transformation: The transformation of medical knowledge, the composition of components for digital games, the whole process of

creativity and imagination are most in need of a step, is key to the success of this game will be detailed in the next section. This step combined with the game types available components, wants and hopes to learn the nature of knowledge, and play to receive the knowledge to present an analysis of cognitive processes. Aims to integrate the knowledge of the script after the distribution of knowledge to the game architecture, as part of the game content and game design to complete the outline.

7. Applications: Based on the game turned into a design framework, set

the detailed game design script needed, use the selected game platform

game programming, learning to use the knowledge in the form of digital

games.

Third, digital games in the performance of medical knowledge

Digital game learning and traditional learning materials biggest difference is that in order to enrich the knowledge of the game performance of knowledge-based innovation and capability, that is How medical knowledge into the elements of digital games. Therefore, "KReGI" the "transformation" process must take into account the priorities, including play in the acceptance or use the game in medical knowledge when Jing Li's Renzhilicheng, Yu performance knowledge types, several games of the type played the first game of the Chengdu and designers who want to play get the learning experience.

In this study, a total of paintings selected multiplayer role-playing games (Massive Multiplayer Online Role-Playing Game, MMORPG) type of digital games, for example, to the knowledge conversion process "KReGI", practical use in several Japanese encephalitis Learning the game (game-based e-learning) design. ^{The whole}

"transformation" of the method and purpose: analysis from the perspective of the game available components, combined with knowledge of properties, refer to Shouke Persons syllabus and objectives, to arrange the way of knowledge

representation, and location, integration into the task of reasonable and dramatic plot, By playing in the game, contact and application of knowledge and cognitive processes, naturally rich in gameplay in the game to learn Japanese encephalitis- related knowledge.

After the game analysis, multiplayer role-playing type of game can be used to show knowledge, and changing elements of the game situation, including:

Environmental setting (environment): for the present knowledge in real life there, or the physical structure of spatial and temporal context. Such as Japanese

encephalitis virus, the season of good fat, the use of four seasons in the residents of the village, said the prevalence of diseases, Japanese encephalitis virus

infection in humans via means of a map designed to lead the order, etc..

Lead set (player-character): role-playing game characters will experience the events as growing, the value of the capacity and skills will continue to increase. ^{Can be}

used to record players in the game to learn the process, including contact with the

knowledge and learning style preferences.

The role of other players (other player-characters): the role of manipulation of other learners, and the protagonist of the game with a common learning

experience. Players in the learning process is a team partner, it may be mutual competitors. In addition, it will make players in the game in addition to

knowledge and learning, the practice of appropriate social interaction skills. ^Most

importantly, these groups will continue after the game in real life extension of a

"learning community (community)" [8].

Non-player character (non-player characters, NPCs): the role of computer-controlled game, and some will lead to attack or disrupt the enemy's advance player; some will help the player, allowing the player to obtain the necessary information or capacity. Operation with the people "other players" The difference is that the game designers are pre-written response events, in addition to the performance of the kind of role in real life as real, but can be used to guide the development of the game story.

Goods and equipment (items & equipments): can the performance of the functions of the real world and use items, or even be able to represent a knowledge component for players in the game application. For example, Japanese encephalitis infection test enzyme immunoassay (enzyme-linked immunosorbent assay, ELISA), in the game is a test for lead is infected pigs reagent name. Or such tasks are to collect the correct construction debris, Japanese encephalitis virus, is used as the key task of opening the next chapter.

Puzzles (puzzles): Players apply their knowledge, but also teach those who test the effectiveness of local learners. Learned according to the type of puzzle players different ways, can provide memory puzzles, tricky operation, and even cultivate the habit of such reaction. This part is the light of learning to set the outline and objectives.

Puzzle hints (hints): Players face puzzle, must be able to find the answer in the

game. Similarly, according to the different types of knowledge, with the

cognitive learning process, the arrangements of these tips appear in the puzzle

plot in the previous game. Such as main character seems to have passed the

roadside monument left a legacy of the classical predecessors, describes the

tasks required in wait to judge the knowledge of patients symptoms of memory

(Figure 3).

Rules and tasks (rules & quests): In addition to the standard reaction of the real world, also has the purpose of guiding the development of the game story. ^Let

each player under fair conditions, in accordance with the arrangements for the game designer path forward [1]. For example, players in the game set to be in accordance with Japanese encephalitis virus in the host cell's replication process, order of removal of specific organelles in the virus, otherwise the virus will continue to produce.

Figure 3, the ancient monument on the roadside recorded the symptoms of Japanese encephalitis infection

4, Game Development

In this study, taking into account the program's openness and accessibility of independent development, the engine used in game development is Synthetic Reality's Well of Souls free platform (Figure 4) [9]. The development of its simple programming language and graphical user interface, low hardware requirements, and related network components and resources have characteristics suitable for researchers constructed to create their own game and learn.

Game hardware architecture to master-slave (client-server) architecture. ^Client

can set up by researchers of the game servers at the same time, together with other players in the same game world, adventure and learning. In addition, one of the characteristics of this game engine is that if the player entered the game in single mode, and many people still have the same connection the role and the event log.

By KReGI process and knowledge of the Japanese encephalitis conversion to digital game design outline, the researchers have plans with GBeL the first

member of the formation of sub-project team, on a regular basis to discuss details

of the game set the script, writing the game program, and constantly amended to

meet the needs of the prototype game, the most important game and one must

take into account the presentation of medical knowledge. The current official

version of the game have been completed include the teaching plan are: Japanese

encephalitis epidemiology, pathogenicity, symptoms and sequelae after infection,

the virus mode of transmission, testing method, the virus structure, replication in

the host cell processes and in the body of the disease.

Figure 4, using Well of Souls game platform to learn the game screen of Japanese encephalitis

5, game testing

In order to assess whether the design of the game to learn the objectives of knowledge into the game whether the component is communicated to players can be clearly related to medical knowledge, while allowing the player to learn the game spontaneously, exploration, researchers with the GBeL total picture, to design a self-administered questionnaire, allowing the player to learn in digital game after receiving complete.

Test the questionnaire structure: basis for this test the questionnaire design of the four sub-plan content items. Test the questionnaire can be divided into four parts, including gaming platforms satisfaction, learning content knowledge in the performance of satisfaction, intrinsic motivation of players, games, self-learning strategies to adjust the assessment. Each part of the five items, totaling 20 items. Questionnaire for the five-point scale, 1. That strongly disagree; 5. Very much agreed. Finally, an open-ended questionnaires field to fill in other suggestions for subjects.

Subjects: Taipei Medical University undergraduate course on "Medical Computer Applications", "Computer Studies", "Microcomputer Applications", or "Multimedia Applications", including the Medical Management Department, Faculty of

Medicine, Medical Technology, Department of Nutrition and Health Science Department of Pharmacy, School of Public Health, Nursing, Dentistry, etc., a total of five classes of students.

Test steps: the first note in the class started the game installation, operation mode and the games end, and auxiliary reference manual. All students not in identifying operational problems, the free connections allow students to study subjects for an hour. The last half hour, the subjects fill out questionnaires.

Parameters, results

Surveying the total number of 134 questionnaires to remove waste from start to

finish is the same answer paper, the number of 115 valid questionnaires.

Effective questionnaires, if the answer to missing the small number of those items to three as missing values.

Gaming satisfaction: the average score for each question falls 3.55 - 4.05, exceeding 3.51, said the participants agreed to build the first sub-projects by the GBeL digital learning game platform is: easy to install, suitable for screen presentation, interface operation easy to moderate level of the game, overall performance satisfactory.

Knowledge and performance satisfaction: the average score for each question falls 2.83 - 3.13, between all the 2.5 - 3.5 between the second sub-projects that participants are uncertain of GBeL build digital learning materials for the study with virology : rapid, complete and enhance interest in learning, moderate difficulty, depth and breadth appropriate functions.

Players intrinsic motivation: the average score for each question falls 3.38 - 4.09 between the subjects agreed GBeL digital learning platform is: very attractive, rich and interesting than the classroom learning and increase interaction with others, to provide a comfortable way of learning. Only the subjects of digital learning platforms for GBeL subjects a sense of accomplishment that can bring uncertainty.

Adjust the self-learning strategies: the average score for each question falls 3.17 - 3.83 between the subjects agreed GBeL digital learning digital learning content conducive to memory and understanding, help participants to try new learning environment. In addition, the subjects were uncertain digital learning pace conducive to its setting and control of learning time.

Wantonly, to discuss

Test results showed that, overall, the test results of the questionnaire is positive.

GBeL digital learning game platform are certainly subjects: easy to install, the screen showed suitable interface, easy operation of the game and moderate overall performance satisfactory. GBeL Digital Learning is also considered: very attractive, rich and interesting than the classroom learning and increase

interaction with others, to provide a comfortable way of learning. In addition, the subjects agreed GBeL digital learning digital learning content conducive to

memory and understanding, help participants to try new learning environment.

Self-learning strategies in the subjects to adjust the title, because the test version of the game platform did not provide a learning process and control mechanism of study time, subjects uncertain whether the benefit of their digital learning pace and control set study time.

The performance of this research knowledge related to topics of view

satisfaction, the subjects uncertain GBeL gaming platform for e-learning to learn whether virology: rapid, complete and enhance interest in learning, moderate difficulty, depth and breadth appropriate functions. The possible reason is that the test platform used by the game version is still beta, there are many

Chuanchang story well as mission statement of non-gamers to play the role of Bing Bu Zheng, resulting in Subjects were evaluated for implementation steps of the task was puzzled, Canada the online role-playing game high degree of freedom type of game, players are distracted from learning objectives easily.

Immersive digital game higher the degree of disruption to the players the more difficult to highlight the theme, the more easy to lose focus. Construction of small role-playing game World (micro world) need to consider all this in the world of plants, which is composed of all elements of digital games, and a complete story and background to support the huge structure of the game, which can in which the re- now all the knowledge in real life performance model for studying the role played by habit in real life or growth experience [1]. But for pure knowledge learning memory, but it is easier for learners to be disturbed unnecessarily.

In addition, the level of medical knowledge are widely involved in deep, there are often many uncertain factors, and even determine the number of right and wrong can only be expressed in probability. And several games in the show when these medical knowledge, the adequacy of the game components can be used? ^Which

are presented through transformation of knowledge, the cognitive processes available to the learner, compliance with the requirements of these medical knowledge and learning? Follow-up studies still need to provide several types of game knowledge and learning applied to medical assessment of the effectiveness of learning.

V. Conclusion

Construction of a digital game-based learning medium, in addition to digital

requires a complete game development team, the most important thing is to have

a knowledge of the wants and hopes to learn the composition of components into

digital game mode can be textbook knowledge, the use of appropriate

expressions of knowledge, naturally present in the game situations, and maintain its gameplay.

The initial construction of the Institute of knowledge conversion process KReGI (Knowledge Representation for Game-Based Interface), succeeded in Japanese

encephalitis-related knowledge into game design, script, and in cooperation with other relevant sub-project under construct a multiplayer online role-playing learning games. And by test version of the game platform player feedback that, because the digital game and made a special presentation of a high degree of learner motivation, and conducive to learning and memory and understanding of the content. However, on the one hand because the beta version of the story lay out the game with the task of explanation is not perfect, but also because of the type used in the game too much freedom, learners do not know the task and learning objectives of circumstances, not sure The transformation methods of knowledge representation suitable for learning.

At present the study of digital games official version of the learning platform has been completed, further evaluation is under way. Arrangements for the official version of the game scenes prompt more information, use of non-player character lay out the game story and the mission objective, and for them to join a full role in the dialogue. Medical knowledge will also each game turned into a knowledge representation point to assess the knowledge presented by the play's cognitive process triggered, for example: memory and logical reasoning, visual Distinction, calculation and reflect the ability [of 10] to Verify KReGI process and knowledge transfer learning.

This study provides a digital learning game content design process, with

particular emphasis on knowledge transfer methods presented in the game in the hope of a similar study for future reusable structure, in order to save Xiangguan learning media Jiangou time. And is expected to follow-up study, analysis of different types of digital games (eg adventure, simulation, strategy, action type games), and even different input and output devices (such as joystick, voice control, virtual reality, tactile feedback), the fit presented knowledge, learning styles, as well as for the special nature of medical knowledge to explore the use of the application of digital game performance results.

Lu, thanks

Thank GBeL the first sub-write the game plan Mr. Hu Qiuming program,

Changhua University of Education Guidance and Counseling to provide test results Chih-Hung Wang, associate professor, Institute of Medical Informatics, Taipei Medical University graduate student Hao Chen Ying provide program information.

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