Search

Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

Eine 40-jahrige Patientin stellt sich in der hausarztlichen Sprechstunde vor. Mit besorgter Miene berichtet sie uber seit sechs Monaten anhaltende allgemeine Schwache und Schweisausbruche. Die Symptomatik hatte sich in den letzten Tagen verstarkt. Sie habe grose Angst, an einer schweren Erkrankung zu leiden.

This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = .49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = .36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = .25, 95% CI [0.04, 0.46], k = 9, N = 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine inclusion of game fiction, social interaction, learning arrangement of the comparison group, as well as situational, contextual, and methodological moderators, namely, period of time, research context, randomization, design, and instruments. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes.

A brief survey among members of the German Neurorehabilitation Society aimed to document the hospital capacities (“beds”) for prolonged weaning from a mechanical ventilator for patients with neuro-disabilities that require simultaneous multi-professional neurorehabilitation treatment. Sixty-eight institutions declared to have capacities with a broad distribution across Germany and its federal states. Overall, 1094 “beds” for prolonged weaning (and neurorehabilitation) were reported, 871 together with further information regarding their identification and hence regional location. These units had on average 16.1 beds for prolonged weaning (95% confidence interval 12.6 to 19.6) with a range from 2 to 68 beds per organization. The data indicate substantial capacities for the combined prolonged weaning and neurorehabilitation treatment in Germany. For most “beds” included in this analysis a basic validation was possible. While a reasonable coverage of these specialized service capacities by the survey is likely, the number reported could still be biased by underreporting by non-response. Both the broad variation of number of “beds” for prolonged weaning per unit and their unequal geographical distribution across federal states (per capita rate) warrant a more refined follow-up survey that will provide insights into reasons for the observed pattern of variation for these specialized hospital capacities.

**Zusammenfassung** Digitale Spieleanwendungen können im Bereich Prävention und Gesundheitsförderung eingesetzt werden, um etwa gesundheitsrelevante Informationen zu vermitteln oder Verhaltensänderungen zu evozieren. Dabei sind die beiden relevantesten spielerischen Ansätze Serious Games (Spiele mit ernsthaftem Hintergrund) und Gamification (Anwendung spieltypischer Elemente in spielfremden Kontexten). Der Begriff Serious Games umschreibt Spiele, die eingesetzt werden, um ernsthafte Inhalte, wie zum Beispiel gesundheitliche Themen, zu vermitteln. Bei Gamification werden Spieldesignelemente, wie beispielsweise Punkte, Bestenlisten, Auszeichnungen, Profilgestaltung und Teamevents, eingesetzt, um eine Motivations- und Leistungssteigerung etwa in Lernumgebungen zu bewirken. Der vorliegende narrative Beitrag beleuchtet die Wirkungsweise und Studienlage sowie die Vor- und Nachteile spielerischer Anwendungen in der Prävention und Gesundheitsförderung und führt einige dieser Anwendungen exemplarisch auf. Serious Games und Gamification zeigen in der Prävention und Gesundheitsförderung ein großes Potenzial. Insbesondere bei schwer erreichbaren und desinteressierten Zielgruppen kann ein direkter Bezug zu deren Lebenswelt hergestellt werden. Grundlagen für den wirkungsvollen Einsatz spielerischer Ansätze in der Arbeit und Ausbildung von Gesundheitsberufen sind die bereits hohe Vertrautheit mit dem Medium Spiel sowie die direkte Adressierung der psychologischen Grundbedürfnisse zur Steigerung der Motivation., **Abstract** Digital game-based approaches can be used in the field of prevention and health promotion, for example to promote health-related information or to foster health behavior change. The two most relevant game approaches are “serious games” (games with a serious background) and “gamification” (the application of game-typical elements in nongame contexts). The term serious games is used to describe games that are used to convey serious content, such as health issues. Gamification uses game-design elements such as points, leaderboards, awards, profile design, and team events to increase motivation and performance, for example in learning environments. This narrative article examines the mode of action and study situation as well as the advantages and disadvantages of playful applications in prevention and health promotion and exemplifies some of these applications. Serious games and gamification show great potential in prevention and health promotion. Especially in the case of target groups that are difficult to reach and disinterested, a direct connection to their living environment can be established. The foundations for the effective use of playful approaches in the work and training of health professionals are their already high level of familiarity with the medium of games and that games directly address the basic psychological needs to increase motivation.

Neurocognitive involvement in multiple sclerosis (MS) is heterogeneous with some authors suggesting a frontal pattern in patients with predominantly frontal lesions. To assess the relationship between the distribution of lesions and two cognitive components (visual N2, auditory P3a) of the event-related brain potential (ERP) receiving contributions from frontal lobe structures, we performed a combined ERP and magnetic resonance imaging (MRI) study. Thirty-four MS patients were assigned to “low lesion volume, (LLV)”(n = 12), “high lesion volume, (HLV)” (n = 12) and “frontal lesion volume, (FLV)” (n = 10) groups according to lesion volume and distribution on T2-weighted MRI-scans of the brain. ERPs in visual and auditory classification tasks as well as neuropsychological tests were carried out in patients and control subjects (n = 15). The index for automatic feature registration, the N2 component with its mainly frontal contribution in the visual task, was significantly reduced in amplitude in the FLV and HLV groups (both p < 0.01 vs. controls). Moreover its amplitude correlated with lesion volume (r=0.64, p < 0.001). In contrast neither P3a nor P3b subcomponents with a multiple generator nature in the auditory task varied systematically with lesion volume or distribution. Total lesion volume rather than predominant lesion arrangement appears to be the most important factor in neurocognitive changes in MS. This is most consistent with the view that MS lesions lead to partial disconnections within widespread cortical networks which in turn produce a pattern of neuropsychological deficits that reflect total lesion load more than lesion distribution.