Literaturnachweis - Detailanzeige
Autor/inn/en | McGregor, Gillian; Bartle, Emma |
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Titel | The Creation and Trial of a Serious Game to Support Teaching and Learning of Professional Psychology Competencies in Postgraduate Programs |
Quelle | In: Australasian Journal of Educational Technology, 35 (2019) 5, S.15-28 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1449-5554 |
Schlagwörter | Educational Games; Psychology; Graduate Students; Instructional Effectiveness; Game Based Learning; Anxiety; Self Efficacy; Clinical Experience; Problem Based Learning; Theory Practice Relationship; Foreign Countries; Computer Simulation; Likert Scales; Counselor Training; Professional Education; Australia; State Trait Anxiety Inventory Educational game; Lernspiel; Psychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtserfolg; Angst; Self-efficacy; Selbstwirksamkeit; Problem-based learning; Problemorientiertes Lernen; Theorie-Praxis-Beziehung; Ausland; Computergrafik; Computersimulation; Likert-Skala; Berufsausbildung; Australien |
Abstract | The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbeing (Skovholt & Ronnestad, 2003). Successful navigation of this phase is critical to psychology graduate competence and employability, with potentially lasting consequences for psychologists' perceptions of self-efficacy and career trajectory (De Stefano et al., 2007; Skovholt & Ronnestad, 2003). Serious games in health provide the potential for safe practice opportunities in an engaging and entertaining manner (Hawn, 2009; Knight et al., 2010). The author developed a serious game with the intention of providing postgraduate professional psychology students with increased and more convenient opportunity to practice psychological competencies. This paper synthesises game design theory into a prototype for educators to provide innovative solutions in a health context. It contributes to the body of research determining the efficacy of games in educational contexts and advances knowledge in the use of simulation pedagogies. (As Provided). |
Anmerkungen | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |