Maximizing Authentic Learning and Real-World Problem-solving in Health Curricula Through Psychological Fidelity in a Game-Like Intervention

Maximizing Authentic Learning and Real-World Problem-solving in Health Curricula Through Psychological Fidelity in a Game-Like Intervention: Development, Feasibility, and Pilot Studies

Kuipers, Derek A. (NHL University of Applied Sciences; University Medical Center Groningen)
Terlouw, Gijs (NHL University of Applied Sciences)
Wartena, B.O. (TU Delft Design Aesthetics; NHL University of Applied Sciences)
Prins, Jelle T. (MCL Academy of Leeuwarden)
Pierie, Jean Pierrre E.N. (Medical Center Leeuwarden; Rijksuniversiteit Groningen)

2019

High fidelity is regarded as a hallmark of educational games and simulations for health education. Mainly physical and functional fidelity are associated with authenticity, resulting in the pursuit of a true-to-life simulation and suggesting the imposition of a generally accepted and often unintentional design rationale that assumes that the greater the fidelity of a game or simulation to the real world, the more authentic the intervention is perceived as. Psychological fidelity receives significantly less attention, although it correlates strongly to credibility, suspension of disbelief, and engagement. The BABLR simulator reduces physical and functional fidelity to a minimum and explores the use of psychological fidelity as the main carrier of an authentic learning experience. BABLR was assessed using 26 participants with varying backgrounds in health innovation and social work. In several pilot studies, we collected data on perceived realisticness and real-world relevance. Results show that experts, as well as participants, attest to BABLR’s engagement, immersiveness, and motivational qualities. Practical implications of these findings for future research into developing low-fidelity simulations with high psychological fidelity will be discussed.

Fidelity
Health education
Learning innovation
Serious games
Simulation

http://resolver.tudelft.nl/uuid:aa98f808-efe5-4902-b9a3-d2425e6a070c

https://doi.org/10.1007/s40670-018-00670-5

2019-12-12

Medical Science Educator, 29 (1), 205-214

Accepted author manuscript

Institutional Repository

journal article

© 2019 Derek A. Kuipers, Gijs Terlouw, B.O. Wartena, Jelle T. Prins, Jean Pierrre E.N. Pierie