This overview can be regarded as an atlas or travel guide with which the reader can follow a route along the various professorships. Chapter 2 centres on the professorships that are active in the field of Service Economy. Chapter 3 is dedicated to the professorships that are focussed on the field of Vital Region. Chapter 4 describes the professorships operating in the field of Smart Sustainable Industries. Chapter 5 deals with the professorships that are active in the field of the institution-wide themes of Design Based Education and Design Based Research. Lastly, in Chapter 6 we make an attempt to discover one or more connecting themes or procedures in the approach of the various professorships. This publication is not intended to give a definitive answer to the question as to what exactly NHL Stenden means by the concept of Design Based Research. The aim of this publication is to get an idea of everything that is happening in the NHL Stenden professorships and to pique one’s curiosity to find out more.
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Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
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Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
LINK
Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
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Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training conditions are learner-centered and highly determined by the individual, there is increased need for evaluating the learning outcomes using specific success indicators. Examples of games that are designed to facilitate IGL are scarce, while there are no examples of IGL games in most EU countries. The purpose of this paper is to critically evaluate the current literature of theories on learning through serious games in adults and the elderly with reference to the cognitive mechanisms implicated, benefits and barriers in learning using new technologies in different generations. Secondly, this paper reviews the existence of serious games designed to facilitate IGL in Europe, as well as the characteristics of serious games in raising awareness that could be used to facilitate IGL. In doing so, specific focus is placed on the development of success indicators that determine the effectiveness of serious games on raising awareness on IGL.
LINK
Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
LINK
Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
LINK
This study explores the evaluation of research pathways of self-management health innovations from discovery to implementation in the context of practice-based research. The aim is to understand how a new process model for evaluating practice-based research provides insights into the implementation success of innovations. Data were collected from nine research projects in the Netherlands. Through document analysis and semi-structured interviews, we analysed how the projects start, evolve, and contribute to the healthcare practice. Building on previous research evaluation approaches to monitor knowledge utilization, we developed a Research Pathway Model. The model’s process character enables us to include and evaluate the incremental work required throughout the lifespan of an innovation project and it helps to foreground that innovation continues during implementation in real-life settings. We found that in each research project, pathways are followed that include activities to explore a new solution, deliver a prototype and contribute to theory. Only three projects explored the solution in real life and included activities to create the necessary changes for the solutions to be adopted. These three projects were associated with successful implementation. The exploration of the solution in a real-life environment in which users test a prototype in their own context seems to be a necessary research activity for the successful implementation of self-management health innovations.
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Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
LINK
Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
LINK
