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Session Overview
Short Presentation8: The place of Serious Games for the Future Of Legal Educacion - PRITS (correia de Oliveira, Dominique; yavavli, Songuel; Jaccard, Dominique; Monaco, Pierre-Benjamin; Bielser, Félicia)
Thursday, 01/Sept/2022:
1:00pm - 2:00pm

Location: CHUV auditorium Auguste Tissot

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The place of Serious Games for the Future Of Legal Educacion - PRITS

Dominique correia de Oliveira1, Songuel yavavli1, Dominique Jaccard2, Pierre-Benjamin Monaco2, Félicia Bielser1

1HESAV, Switzerland; 2HEIGVD

The objective of this article is to present the "Patients' Rights & Innovative Teaching Strategy" (PRITS) project, which consists of a serious game whose goal is as much to support students in learning the legal rules applicable in the field of health that broaden the educational options of teaching law courses. The authors establish the links between pedagogy and play, which by their characteristics, can precipitate evolutions towards active pedagogies and the development of soft skills. This tool was developed by collaborators of the Haute École d'Ingénierie et de Gestion du Canton de Vaud, in collaboration with the Haute École de Santé Vaud. The project, which was supported by the digital competence center of the HES-SO as part of its mission of teaching in the digital age, takes shape through a multidisciplinary design and development bringing together several fields, including health, law, education and engineering. The simulation aspects allow students to develop practical skills related to legal rules, skills that are necessary for them in their future professional life. II- Goals of the project: 1. Encourage the acquisition of new knowledge and the development of practical skills; 2. Assess the feasibility of using digital technologies to support active pedagogies, constructivist and socio-constructivist approaches; 3. Evaluate the potential use of the data collected in the simulation for educational research (acceptance by students, effects on motivation, effects on learning) or professional (decision making, differences in behavior depending on the level of education). III. Methodology and deployment: The development of the serious game follows an iterative and co-creative approach. From the start of the project, experts from the health and legal unit of HESAV and AlbaSim collaborated on the design and development. We used a co-design framework developed by the HEIG-VD team, the co.LAB project, which allows for the collaborative design of serious games. An authoring system allows the whole team to develop the serious game simultaneously, thus facilitating co-creation. Computer scientists and designers develop the game alongside the lawyers and medical professionals who create and input the content. Iterations with user tests and validation by professionals guarantee the development of a solution that meets the needs of students, trainers, professionals and researchers as closely as possible. Patient rights issues are implemented in the game in the form of scenarios transposed into dialogues between a healthcare professional and a patient, their loved ones and their families. The serious game offers interactive narrations and knowledge consolidation exercises. Immersion in simulation takes place in professional situations where the rights of patients must be mobilized, such as when a health professional must inform a patient of the various consequences of a decision treatment, thus ensuring the patient's right to information. Students will have resources at their disposal to help them in discussions with patients, but will also be invited to seek information from the various online resources, in particular by consulting the official websites of the cantons and the Confederation. A first use of the game by students took place in the fall semester of the 2021-2022 academic year. It was used by approximately three hundred and fifty students from various streams, including nursing, physiotherapy, and APS. The students first had ex cathedra courses where theoretical notions were discussed. Then, in a second step, the students played the game, in the presence of the teachers to accompany them. A pre-briefing phase on the game and its use is organized to present the instructions. Once the game is over, a debriefing follows to allow students to ask their questions and provide additional theoretical input, if necessary. Conclusion: The first results are encouraging with active and enthusiastic participation of students in the first lessons with the use of serious games. The Assessment has three main objectives and we used three tools. The first objective consists in evaluating the system with the French validated version of AttrakDiff standard questionnaire. The second objective aims at assessing the learning experience and the subjective learning. This carried out by using an adaptation of the Serious Game Evaluation Scale developed by Fokides and colleagues. Both have been implemented on an online survey platform and passation will take place just after the students have played the game. The third objective consists in evaluating training effectiveness at the second level of Kirkpatrick’s taxonomy which is “learning”. It assessed comparing scores between pre and post-test questionnaires developed by experts in law. The pre-test take place before the students play the game and the post-test after they have played the game.

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