Feedback Effects for Epiduroscopy Education based on Serious Game

  • Authors

    • Seong-wook Jang
    • Junho Ko
    • Yujin Choi
    • Yoon Sang Kim
    2018-11-30
    https://doi.org/10.14419/ijet.v7i4.27.22489
  • Feedback effects, Epiduroscopy education, Serious game, Visual feedback, Auditory feedback, Tactile feedback

  • Efficient surgical education is required because epiduroscopy is difficult to learn and need a high-level surgical skill. Recently, serious game has been used in specialized areas such as medical assistance and learning (surgical education). Serious game in surgical education provides a trainee with opportunities to learn a surgical skill outside OR (operating room). Pre-operative virtual experience allows the trainee to be adapted to the patient and OR environment. In this paper, feedback effects for epiduroscopy education based on serious game are studied. The feedback effects (visual, auditory, and tactile feedbacks) were examined for the epiduroscopy education based on serious game with respect to three methods.

     

     

  • References

    1. [1] Halsted WS (1904), The training of the surgeon, Bulletin Johns Hopkins Hospital 15, 267–275.

      [2] Reznick RK (1993), Teaching and testing technical skills, Am. J. Surg 165, 358–361.

      [3] Rosser JC, Lynch PJ, Haskamp LA, Gentile DA, & Yalif A (2007), The impact of video games in surgical training, Arch. Sur. 142, 181–186.

      [4] Smith R (2009), Game Technology in Medical Education: An Inquiry into the Effectiveness of New Tools, Modelbenders LLC, USA.

      [5] Ziv A, Wolpe PR, Small SD, & Glick S (2003), Simulation-based medical education: an ethical imperative, Academic Medicine. 78, 19–22.

      [6] Stapleton AJ (2004), Serious games: serious opportunities. In Proceedings of the Australian Game Developers’ Conference, 1–6. Melbourne.

      [7] Raths D (2006), Virtual reality in the OR, Training Development Magazine 6, 36–40.

      [8] Susi T, Johannesson M, & Backlund P (2007), Serious games—an overview, Technical Report HSIKI-TR-07-001, University of Skovde, Sweden.

      [9] Hatti J & Timperley H (2007), The power of feedback, Review of Education Research 77, 81-112.

      [10] Schartel SA (2012), Giving feedback-An integral part of education, Best Prac Res Cl Anaesthesiol 26, 77-87.

      [11] BURKE, Jennifer L, Prewett MS, Gray AA, YangL, Stilson FR, Coovert MD, & Redden E (2006), Comparing the effects of visual-auditory and visual-tactile feedback on user performance: a meta-analysis, In Proceedings on Multimodal interfaces 108-117.

      [12] Bellotti F, Berta R, & De Gloria A (2010), Designing effective serious games: opportunities and challenges for research, Journal of Emerging Technologies in Learning 5, 22-35.

      [13] Hannig A, Kuth N, Özman M, Jonas S, & Spreckelsen C (2012), EMedOffice: A web-based collaborative serious game for teaching optimal design of a medical practice, BMC Medical Education 12, 104-119.

      [14] Graafland M, Schraagen JM, & Schijven MP (2012), Systematic review of serious games for medical education and surgical skills training, British Journal of Surgery 99, 1322-1330.

      [15] Wouters P, Oostendorp H, Nimwegen C, & Spek ED (2013), A meta-analysis of the cognitive and motivational effects of serious games, Journal of Educational Psychology 105, 249-265.

      [16] Annetta LA, & Bronack SC (2011), Serious educational game assessment: practical methods and models for educational games, simulations and virtual world, Sense Publishers, Rotterdam, Netherlands.

      [17] National Academy of Science (2011), Learning science through computer games and simulations, The National Academies Press, Washington.

      [18] Ko J, Jang SW, & Kim YS (2017), Development of epiduroscopy training simulator using haptic master device, In Proceedings of Ubiquitous Robots and Ambient Intelligence (URAI), IEEE, 542-543.

      [19] Jang SW, Ko J, Choi YJ, & Kim YS (2017), A development of an epiduroscopy training simulator based on spatial cognition learning, Journal of Vibroengineering 14.

      [20] PAN, Jun J, Chang J, Yang X, Liang H, Zhang JJ, Qureshi T, & Hickish T (2015), Virtual reality training and assessment in laparoscopic rectum surgery, The International Journal of Medical Robotics and Computer Assisted Surgery 11, 194-209.

      [21] Bial D, Kern D, Alt F, & Schmidt A (2011), Enhancing outdoor navigation systems through vibrotactile feedback, In CHI’11 Extended Abstracts on Human Factors in Computing Systems, ACM , 1273–1278.

      [22] Rauterberg M & Styger E (1994), Positive effects of sound feedback during the operation of a plant simulator, In Human-Computer Interaction, 35–44.

      [23] Akamatsu M, MacKenzie IS, & Hasbroucq T (1995), A comparison of tactile, auditory, and visual feedback in a pointing task using a mouse-type device. Ergonomics 38, 816–827.

      [24] Richard P, Burdea G, Gomez D, & Coiffet P (1994), A comparison of haptic, visual and auditive force feedback for deformable virtual objects. In Proceedings of the Internation Conference on Automation Technology (ICAT), 49–62.

      [25] Petzold B, Zaeh MF, Faerber B, Deml B, Egermeier H, Schilp J, & Clarke S (2004), A study on visual, auditory, and haptic feedback for assembly tasks. Presence: teleoperators and virtual environments 13, 16–21.

      [26] MARCIA K & Gupta A (2003), Passive and active assistance for human performance of a simulated underactuated dynamic task. In: null. IEEE, 348.

  • Downloads

  • How to Cite

    Jang, S.- wook, Ko, J., Choi, Y., & Sang Kim, Y. (2018). Feedback Effects for Epiduroscopy Education based on Serious Game. International Journal of Engineering & Technology, 7(4.27), 92-96. https://doi.org/10.14419/ijet.v7i4.27.22489