Higher Education in Research Methods Using Games CHERMUG. Project Deliverable Report

Continuing/Higher Education in Research Methods Using Games CHERMUG Project Deliverable Report

Deliverable nr

24

Name of Deliverable

Use Case Scenarios (met introductie en samenvatting in het Nederlands)

Work Package

WP6

Task Date of delivery

Contractual:

Code name

Case Scenarios

Type of deliverable

Product

Actual: 06-01-2014 Version 2.0

Draft

Final X

Security (distribution level) Contributors

SAMK, OUNL,UMCFV,UWS

Authors (Partner)

Anne Kärki, Tiina Pennanen, Sirpa Isberg

Contact Person

Anne Kärki

WP/Task responsible

SAMK

EC Project Officer Abstract (for dissemination)

Keywords List

Dit rapport bevat 6 Use Case Scenarios waarin verschillende didactische situaties beschreven woorden waarin de CHERMUG games toegepast kunnen worden. In de beschrijvingen worden verschillende aspecten toegelicht: de probleemsituatie met de verschillende belanghebbenden en hun problemen, de context waarin het probleem zich voordoet, het beoogde doel voor de definitieve situatie, de functionele oplossing voor de probleem situatie om de gewenste doel situatie te bereiken, de voorwaarden en eisen (kritische succesfactoren die invloed hebben op implementatie van de oplossing), de validatie indicatoren: prestatie-indicatoren waarmee getoetst kan worden of de nagestreefde doelstellingen worden bereikt. CHERMUG, use case scenario, serious games, research methods and statistics

CHERMUG Project Coordination at: University of the West of Scotland Contact: Dr. Liz Boyle [email protected]

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Use Case Scenarios for the CHERMUG Quantitative and Qualitative Games

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Table of Contents Use Case Scenarios for the CHERMUG Quantitative and Qualitative Games.................................................... 2 Executive summary ............................................................................................................................................ 4 Het gebruik van de CHERMUG games: 6 Use Case Scenarios............................................................................ 5 Use Case Scenarios Samenvattingen ................................................................................................................. 6 Template of CHERMUG games Use Case Scenario ............................................................................................ 9 CHERMUG games Use Case Scenarios .............................................................................................................11 1

The use of CHERMUG games as part of other games ..........................................................................11

2 The use of CHERMUG games by staff learning an approach to research with which they are less familiar .........................................................................................................................................................14 3

The use of CHERMUG games by students learning an alternative approach to research...................18

4 The use of CHERMUG games to learn terminology of research methods and statistics in another language .......................................................................................................................................................23 5

The use of the CHERMUG games as independent learning material ..................................................26

6 The use of CHERMUG game for nurses who are taking a revision course in research methods (post graduate courses) ........................................................................................................................................29

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Executive summary Het CHERMUG project wordt uitgevoerd door een internationaal, multidisciplinair consortium. Een van de belangrijkste uitdagingen is daarom het creëren van een gemeenschappelijk beeld voor de communicatie en de uitvoering van het project. De zes Use Case Scenarios hiertoe geselecteerd door de partners zijn: 

Het gebruik van de CHERMUG games als onderdeel van andere games



Het gebruik van de CHERMUG games om staf onderzoeksmethoden te introduceren waarmee ze minder bekend zijn



Het gebruik van de CHERMUG games om studenten in een alternatieve methode van onderzoek te introduceren



Het gebruik van de CHERMUG games om de terminologie van onderzoeksmethoden en statistiek in een tweede taal te leren



Het gebruik van de CHERMUG games als zelfstandig leermateriaal



Het gebruik van de CHERMUG games als onderdeel van een bijscholingscursus in onderzoeksmethoden voor verpleegkundigen.

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Het gebruik van de CHERMUG games: 6 Use Case Scenarios Het CHERMUG project wordt uitgevoerd door een internationaal, multidisciplinair consortium. Een van de belangrijkste uitdagingen is daarom het creëren van een gemeenschappelijk beeld voor de communicatie en de uitvoering van het project. In de hierna volgende zes Use Case Scenarios wordt de onderwijskundige situatie toegelicht waarin de partners de CHERMUG games gebruikt hebben of het gebruik voorzien. In de Use Case Scenarios worden onder meer de volgende aspecten besproken: 

de probleemsituatie, de verschillende stakeholders en hun problemen;



de context waarin het probleem optreedt;



het doel: de gewenste uiteindelijke situatie;



de functionele oplossing om het gewenste doel te bereiken;



condities en randvoorwaarden (kritische succesfactoren die het gebruik of de implementatie van de oplossing beïnvloeden);



de validatie indicatoren: prestatie-indicatoren om te testen of de nagestreefde doelstellingen worden bereikt zodra het in een context is uitgevoerd.



Some notes and references can be found as additional details to clarify the context. Tot slot waar nodig aanvullende notities en referenties als extra informatie om de context te verduidelijken.

De zes Use Case Scenarios hiertoe geselecteerd door de partners zijn: 1. Het gebruik van de CHERMUG games als onderdeel van andere games 2. Het gebruik van de CHERMUG games om staf onderzoeksmethoden te introduceren waarmee ze minder bekend zijn 3. Het gebruik van de CHERMUG games om studenten in een alternatieve methode van onderzoek te introduceren 4. Het gebruik van de CHERMUG games om de terminologie van onderzoeksmethoden en statistiek in een tweede taal te leren 5. Het gebruik van de CHERMUG games als zelfstandig leermateriaal 6. Het gebruik van de CHERMUG games als onderdeel van een bijscholingscursus in onderzoeksmethoden voor verpleegkundigen.

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Use Case Scenarios Samenvattingen 1

Het gebruik van de CHERMUG games als onderdeel van andere games

Onderzoeksmethoden en statistiek staan bekend om hun ambiguïteit. Een correct gebruik van Methoden en Technieken vereist dat een groot aantal voorwaarden op de juiste wijze begrepen en vervuld wordt. Games in Games beoogt hands-on praktijk te bieden in een gesloten, virtuele omgeving . De leerlingen worden in staat gesteld actief deel te nemen aan een onderzoekstudie met behulp van een verscheidenheid aan hulpmiddelen. Ze zijn vrij om hun eigen acties te kiezen, stap voor stap de 'waarheid' ontdekkend door het analyseren van tegenstrijdige presentaties of door zelf de beschikbare gegevens te analyseren. De CHERMUG games worden gebruikt om te oefenen en demonstreren een volledige onderzoek cyclus en de meest opmerkelijke details in verschillende moeilijkheidsgraden. De games begeleiden de student nauwgezet door de onderzoekcyclus en, in het bijzonder de kwantitatieve games, wijzen na elke stap op de juiste keuze. Games in Games bouwt voort op de CHERMUG games. Eenmaal op de hoogte van de belangrijkste stappen van het onderzoek cyclus (met behulp van de CHERMUG games) nodigt het de student uit de stappen zelf te kiezen en bespreekt het de resultaten pas nadat een oplossing is ingediend . Games in Games ondersteund door een selectie van de CHERMUG games biedt de student de mogelijkheid om een onderzoeksprobleem te bestuderen in een bijna realistische setting en het probleem te ontrafelen en de ambiguïteit te ervaren als een verdere voorbereiding op de echte praktijk .

2 Het gebruik van de CHERMUG games om staf onderzoeksmethoden te introduceren waarmee ze minder bekend zijn In veel disciplines is een aanpak van onderzoek (kwalitatief of kwantitatief) meer gebruikelijk dan de andere. In STEM (Science, Technology , Engineering en Wiskunde) bijvoorbeeld is de kwantitatieve benadering van onderzoek de norm, terwijl de kwalitatieve benadering belangrijk is voor veel sociale wetenschappers. Deze use case stelt voor om de CHERMUG games te gebruiken om wetenschappelijke staf en professionals die meer vertrouwd zijn met een benadering van het onderzoek, te helpen hun kennis van de andere aanpak te ontwikkelen. De games kunnen ook gebruikt worden door academische staf die gedurende een langere periode niet bij onderzoek betrokken zijn geweest om hun kennis van onderzoeksmethoden op te frissen. De CHERMUG games ondersteunen zowel kwantitatieve als kwalitatieve benaderingen van onderzoek. Beide games volgen de cyclus van activiteiten die in een onderzoek thuis horen maar ze 6

benadrukken verschillende activiteiten. De CHERMUG games, in combinatie met staf- en studenthandleidingen, bieden staf de mogelijkheid zich te verdiepen in een methode naar keus. Niveau 1 van de kwalitatieve game is met name geschikt om te zien hoe beide benaderingen zich tot elkaar verhouden. Het vergelijkt expliciet kwalitatieve en kwantitatieve benaderingen met betrekking tot de theoretische onderbouwing , algemene kenmerken , soorten data , data-analyse en typische scenario's.

3 Het gebruik van de CHERMUG games om studenten in een alternatieve methode van onderzoek te introduceren In de meeste disciplines is een aanpak van onderzoek (kwalitatief of kwantitatief) belangrijker dan de andere. Bijvoorbeeld studenten in STEM (Science, Technology , Engineering en Wiskunde ) zullen een beter begrip van de kwantitatieve benadering van onderzoek hebben. Daarentegen zullen veel studenten sociale wetenschappen meer vertrouwd zijn met de kwalitatieve aanpak van onderzoek ten opzichte van de kwantitatieve benadering. Het CHERMUG project ontwikkelde games om het leren van zowel de kwalitatieve als de kwantitatieve benadering van onderzoek te ondersteunen. Deze use case stelt voor om de CHERMUG games te gebruiken om studenten die meer vertrouwd zijn met een aanpak in de andere aanpak van onderzoek te introduceren. Bijvoorbeeld studenten met een goed begrip van de kwantitatieve benadering kunnen gebruik maken van de kwalitatieve games om hun leren over de kwalitatieve aanpak te ondersteunen. Zo ook studenten met een goed begrip van de kwalitatieve benadering van onderzoek kunnen gebruik maken van de kwantitatieve games en de bijbehorende handleiding om hun leren over deze aanpak te ondersteunen. Niveau 1 van de kwalitatieve game is geschikt om te laten zien hoe beide benaderingen zich tot elkaar verhouden. Het vergelijkt expliciet kwalitatieve en kwantitatieve benaderingen met betrekking tot de theoretische onderbouwing , algemene kenmerken , soorten data , data-analyse en typische scenario's. Idealiter introduceren leraren de nieuwe aanpak van onderzoek (kwalitatief of kwantitatief) met behulp van een korte introductie gevolgd door een opdracht aan de studenten om desbetreffende games te spelen (samen in een een-uur practicum). Een alternatief is dat docenten studenten adviseren om de games thuis spelen.

4 Het gebruik van de CHERMUG games om de terminologie van onderzoeksmethoden en statistiek in een tweede taal te leren Kennis van onderzoeksterminologie is in alle disciplines een voorwaarde om gebruik te kunnen maken van onderzoeksresultaten. Het spelen van de (Engelstalige) CHERMUG games helpt studenten de concepten in het Engels te leren en stelt hen in staat om nieuwe kennis te beoordelen, leren en toepassen. 7

Het is moeilijk om onderzoeksmethoden te leren aan het begin van de studie, omdat de concepten en benaderingen nieuw en complex zijn. CHERMUG games kunnen worden gebruikt om de studenten een indruk te geven van de verschillende manieren van onderzoek, alsmede van de belangrijkste methoden van data-acquisitie en analyse. Daarnaast leren de studenten de terminologie in het Engels, de taal van de wetenschap. Hiermee wordt het gemakkelijker voor hen om internationale onderzoeksrapporten lezen. De games in het Engels zijn, in het bijzonder, geschikt voor master-niveau studenten.

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Het gebruik van de CHERMUG games als zelfstandig leermateriaal

De CHERMUG games kunnen als zelfstandig studiemateriaal in een cursus worden geïntegreerd. Waarbij studenten zelf plaats en tijd kiezen om te oefenen met behulp van de games. De games kunnen ook worden gebruikt als extra studiemateriaal voor onafhankelijke studie. Studenten kunnen hiermee hun onderzoeksvaardigheden verdiepen, hun kennis toe te passen, en verschillende aspecten van het onderzoek bestuderen. De games helpen studenten in het worden bewust van hun eigen leren en eventuele problemen die zij hebben in het leren.

6 Het gebruik van de CHERMUG games als onderdeel van een bijscholingscursus in onderzoeksmethoden voor verpleegkundigen Verpleegkundigen moeten gestimuleerd worden de gegevens in hun praktijk te gebruiken om het nut van hun beroep te tonen en om optimale oplossingen voor professionele activiteit te vinden. Dit kan mede worden bereikt door het gebruik van methoden van onderzoek. Hiertoe is het noodzakelijk dat actualisering van kennis over onderzoek een doelstelling is voor bijscholingsopleidingen na het afstuderen. We ontwikkelden een dergelijke cursus voor huisarts-verpleegkundigen gebruik makend van een "pen en papier" versie van de CHERMUG games.

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Template of CHERMUG games Use Case Scenario Use case:

[specific, short unique name for the Use case, ideally written in verb-noun format (e.g. ‘borrow books’, ‘withdraw cash’)]

Author(s):

[Name author(s)], [organisation], [e-mail author(s)]

Progress:

[version: [no.]]

Category:

[reference to overall objective to which this Use case relates, e.g.: (1) CHERMUG games as part of other lesson plans; CHERMUG games as part of other materials (3) specific detailed use of CHERMUG games]

Summary:

[short description of the essence of this Use case, including at least the problem and proposed solution to this problem]

Problem situation:

[In ‘problem situation’ the different stakeholders with their respective problems should be described: Who have this problem? (stakeholders) What makes this problem a problem? Why is it important to solve the problem? In many cases, the following stakeholders can be distinguished: a.

Students

b.

Teachers/tutors/moderators

c.

The dean (as a representative of the faculty)

d.

ICT-staff ]

Context:

[description of the context in which the problem occurs. Includes information about: stakeholders (those who can decide about implementation of the system), target group(s) (those for whom the system is meant), actors (those who directly interact with the system once it is implemented), organisational, available material and resources etc.]

Reachable goal situation:

[description of the goal state: the wished for final situation, which may be reached through the solution(s). A goal state must be realistic: something which can be acquired within reasonable conditions, so not the ideal situation. You could use the listing of the different stakeholders, as they are described within ‘problem situation’, as an initial structure for this field]

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Solution(s):

[functional, not technical, solution of the foreseen solutions to the problem situation, to reach the desired goal situation. You could use the listing of the different stakeholders, as they are described within ‘problem situation’, as an initial structure for this field]

Conditions and requirements:

[description of critical success factors that influence use or implementation of the solution (e.g. needed roles, resources) and need to be available of be implemented to solve the problem]

Validation indicators:

[performance indicators to test if the aimed for objectives are reached once it is implemented in a context. These indicators are formulated as specific and measurable as possible at this level. You could use the listing of the different stakeholders, as they are described within ‘problem situation’, as an initial structure for this field]

Notes:

[any additional remarks useful to interpret the Use case, e.g. assumptions, exceptions, recommendations]

Acknowledgements:

[people or organizations which have been helpful while specifying this Use case]

Used terms:

[list with definitions of important terms used within this Use case]

References:

Articles/URL’s/documentation related to this Use case

Use case template adapted from: Hensgens et al. (2008) D3.1 Use cases, scenarios: guidelines & existing services. Pp 25-26. Available online at: http://hdl.handle.net/1820/1699

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CHERMUG games Use Case Scenarios 1 The use of CHERMUG games as part of other games Use case:

The use of CHERMUG games as part of other games

Author(s):

Peter van Rosmalen, John van der Baaren, Wim Westera

Progress:

Final

Category:

CHERMUG games embedded in other materials

Summary:

Research methods and statistics are well known for their ambiguity. A correct use of Methods and Statistics requires many conditions to be understood correctly and fulfilled. Games in Games intends to offer handson practice in a closed virtual setting. The learners will be enabled to actively engage in a research case study with the help of a variety of resources. They are free to choose their own actions, step by step dissolving the ‘truth’ by analysing conflicting presentations and resources or analysing the available data themselves. The CHERMUG games are used to practice and demonstrate a full research cycle and its most salient details in varying grades of difficulty. The CHERMUG games carefully guide the learner through the research cycle and, in particular the quantitative games, after each step point to the right choice. Games in Games builds upon the CHERMUG games. Once aware of the main steps of the research cycle with the help of the CHERMUG games, it invites the learners to choose the necessary steps themselves and first discusses the results when a solution is submitted. Games in Games together with a selection of the CHERMUG games offer the learner an opportunity to study a research problem in a near realistic setting and unravel and experience the ambiguity as a further preparation to real practice.

Problem situation:

Research methods and statistics are well known for their ambiguity and complexity. A correct use of Methods requires many conditions to be fulfilled and understood correctly. Use of statistics (e.g., with the help of SPSS), can give clear but unjustified results because of incorrect 11

assumptions. Real hands-on practice is limited in current educational settings, however, necessary for students to be able to prepare for practical assignments and work. For teacher it is difficult and too time consuming to offer sufficient practice and guidance. Context:

Target group. The target group is typically first or second year students health or social sciences with basic knowledge of research methods and statistics (alternatively, as with the CHERMUG games, the target group can be extended to other students e.g. for a review or refreshment of the topic). The solution proposed supports both distance and regular education for self-study, a study assignment or an exercise in the classroom. Actors. Teachers/tutors who design/guide lesson plans in research methods & statistics. implement ‘games in games’ as part of their lesson plan. Materials. ‘Games in games’ is self-contained. The teacher/tutor will – setting dependent- only have to introduce it and discuss the students’ findings. The technical requirements are limited to access to internet with a recent browser versions.


Our aim is to design and develop a game which can offer students hands-on practice with research methods in a realistic and authentic setting on top of the CHERMUG games. The CHERMU G games will be the first line of exercise introducing the research cycle and initial practice in a fixed setting. Games in Games will explore an additional layer of practice. In the scenario offered, the student will have to take the lead in deciding which information to explore next and when to finish.

Solution(s):

Games in Games will offer hands-on practice material for research methods and statistics. Students will get access to materials which enable them to further their practical skills without the need of continuous guidance. Teachers can integrate the material in their lesson plan to give a possibility to practice or to enable students to review their knowledge.


The main requirements to design and develop ‘Games in Games’ is one or more scenarios and connected materials which fit the EMERGO toolkit and methodology. The scenario should be of general interest to students of different disciplines without specific domain knowledge requirements.

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Roles. Teachers as being responsible for the lesson plan in which Games in games will be included and to permit access and guidance (e.g. discuss the findings with their students). Requirements for the students are the same as for the CHERMG games. Validation indicators:

Teacher. The reduction of the time needed by a teacher to design and guide practice and/or the increase in hands-on practice. Ease of integration with the lesson plan of teachers. Students. Ease of use. Effectiveness: increased knowledge of research methods. Motivational aspects: interest in research methods.

Related Use cases:

Not applicable

Notes:

The EMERGO toolkit and methodology has been designed to assist in acquiring complex skills. Game scenarios similar to ‘Games in Games’ have been developed for a variety of complex skills.

Acknowledgements:

Not applicable

Used terms:

Not applicable

References:

See http://emergo.ou.nl/emergo/community/EN/emergo.htm for a description of the EMERGO toolkit including methodology, presentations and articles.

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2 The use of CHERMUG games by staff learning an approach to research with which they are less familiar Use case:

The use of CHERMUG games by staff learning an approach to research with which they are less familiar

Author(s):

Elizabeth A Boyle, UWS, [email protected]; Sharon McGregor, [email protected]

Progress:

Final

Category:

A use case which shows how CHERMUG games can be used by staff who are more familiar with one approach to research to extend their understanding of the other approach to research or by staff who want to refresh their memories about research.

Summary:

In many subject disciplines one approach to research (qualitative or quantitative) is more important than the other. For example in STEM subjects (Science, Technology, Engineering and Mathematics) the quantitative approach to research is key, while the qualitative approach is more important for many social scientists. This use case suggests that the CHERMUG games could be used by academic staff and professionals who are more familiar with one approach to research to help them develop their understanding of the other approach. The games could also be used by academic staff who have not had to do research recently to revise their methods skills. The CHERMUG games support both quantitative and qualitative approaches to research. Both games follow the cycle of activities associated with the research cycle but they emphasise different activities. Using the CHERMUG games in conjunction with the staff and student guides will support staff as they learn more about the alternative method. Level 1 of the qualitative game is especially useful for revising both approaches as it explicitly compares qualitative and quantitative approaches with respect to theoretical underpinnings, general characteristics, kinds of data, data analysis and typical scenarios.

Problem situation:

Due the differing focus of different subject disciplines, many academic staff will have a much better grasp of one approach to research compared with the other. However in it is increasingly acknowledged that in tackling many real world problems it is very useful to have knowledge of both approaches to research. Triangulation in research refers to the situation where 2 or more research approaches are used to investigate the same phenomenon and this is viewed as a very useful technique in social science research (Bogdan & Biklen, 2006). However there are a number of situations where academic staff and professionals

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who are more familiar with one approach to research will need to rapidly acquire an understanding of the other approach. Such staff might be required to teach a module on the new approach or they might have joined a research project where they are expected to know about the new approach. In addition, staff who have been working more as practitioners or teachers, but who are now being encouraged to carry out research, will want to improve their understanding of research. There are also cases of disciplines where there is a gradual acceptance of the value of a different approach to research. For example over the last 20 years the importance of the qualitative approach to research has increasingly been recognised in psychology as allowing a more in-depth understanding which can support the more traditional quantitative approach. Consequently many psychology staff wish to improve their qualitative research skills. The examples the CHERMUG games focus on the content area of obesity and they illustrate the value of both quantitative and qualitative approaches to research in tackling this problem. The examples are also based on published papers in the area (Holsten, Deatrick, Kumanyika, Pinto-Martin and Compher, 2012; Cooke and Wardle, 2005). Context:

Target group. The target group for this use case are members of academic staff or professionals in health, nursing and social science who need to acquire an understanding of an approach to research with which they are less familiar. While the games are targeted primarily at those in nursing, health or social sciences, they could also be used by those in other disciplines wanting to learn about another approach to research. Materials. The CHERMUG videos provide guidance for academic staff who are looking for materials which would help them to learn the alternative approach to research. The staff and student support guides provide a context for the activities included in the games and descriptions of the games. Staff would find both staff and student support guides useful, since the staff in this case are also the students. The technical requirements are limited to access to internet, preferably with the CHROME browser. Instructions about how to download and use the qualitative games are also required.


The CHERMUG games allow staff to practice and apply their research methods and statistics skills in a more active way than traditional learning methods. The goal for this specific use-case would be for academic staff and professionals to use the games to help them consolidate their understanding of an approach to research with which they are less familiar. Staff would most likely use the CHERMUG games on their own at home or at work.

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Solution(s):

Using the CHERMUG games will support staff as they acquire a basic understanding of a specific approach to research with which they are less familiar. Staff would identify their need to acquire the new skills as part of their personal development planning. The CHERMUG videos would help staff to identify the CHERMUG games as a potentially useful resource for acquiring the desired new skill set. Typically staff would use the CHERMUG games on their own as part of their self-directed learning at home or at work. If a group of staff all wanted to learn the alternative approach, a short course could be put on to support them which would include the CHERMUG games as a laboratory exercise. videos The videos provide information which would help staff to identify the games as a useful source of support and resource for their learning. Staff and student support guides The staff and student support guides provide contextual information for using the games as well as descriptions of the games and game activities. Staff would find both staff and student support guides useful, since the staff in this case are the students.


Roles. The staff would most likely use the games as part of their self-directed learning activities. The staff themselves would identify their skills gap, aim to acquire these skills and would identify and select the CHERMUG games as of value in achieving this goal. In some cases the line manager of the staff would identify the need for several members of staff to acquire the new skills and recommend the use of the CHERMUG games. In cases where several members of staff were required to learn a new research approach the line manger might would put on a short course incorporating the CHERMUG games.


Teacher. The reduction of the time needed by staff to learn the alternative method; ease of use of the games for the goal of learning the alternative method. Students. In this case members of academic staff are the students as they identify their training and skills needs.

Notes:

Not applicable

Acknowledgements:

NA

Used terms:

Qualitative approach: an research to research that is most concerned with peoples experiences and asks why? how? and in what way? Quantitative approach: an approach to research that is most concerned with numbers and asks how many? how much? how often? to what extent?

References:

Bogdan, R. C. & Biklen, S. K. (2006). Qualitative research in education: An introduction to theory and methods. Allyn & Bacon.

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Cooke, L. J. and Wardle, J. (2005). Age and gender differences in children’s food preferences. British Journal of Nutrition, 93, 741–746. Holsten, J. E., Deatrick, J. A., Kumanyika, S., Pinto-Martin, J., & Compher, C. W. (2012). Children’s food choice process in the home environment. A qualitative descriptive study, Appetite, 58, 64–73.

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3 The use of CHERMUG games by students learning an alternative approach to research

Use case:

The use of CHERMUG games by students learning an alternative approach to research

Author(s):

Elizabeth A Boyle, UWS, [email protected]

[email protected];

Sharon

McGregor,

Progress:

Final

Category:

A use case which shows how CHERMUG games can be used by students who are more familiar with one approach to research to extend their understanding of the other approach to research.

Summary:

In most subject disciplines one approach to research (qualitative or quantitative) is more important than the other. For example students in STEM subjects (Science, Technology, Engineering and Mathematics) will have a better understanding of the quantitative approach to research compared with the qualitative approach. In contrast many social science students will be more familiar with the qualitative approach to research compared with the quantitative approach.

The CHERMUG project developed games to support both the qualitative and the quantitative approaches to research. This use case suggests that the CHERMUG games could be used by students who are more familiar with one approach to research to extend their understanding of the other approach to research. For example students with a good understanding of the quantitative approach could use the qualitative games to support their learning about the qualitative approach. Similarly students with a good understanding of the qualitative approach to research could use the quantitative games and the student support guides to support their learning about this approach. Level 1 of the qualitative game would be especially useful in this respect for learning about both approaches as it explicitly compares qualitative and quantitative approaches with respect to data, characteristics and typical scenarios.

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Ideally teachers would introduce the new approach to research (either qualitative or quantitative) by providing a short introduction to the games and allowing students to play the appropriate games in a one hour lab session. Alternatively teachers could advise students to play the games at home as support tasks. Problem situation:

Due to the differing focus of different subject disciplines, many students will have a much better grasp of one approach to research compared with the other. For example, science and engineering students will probably be more familiar with the quantitative approach to research compared with the qualitative approach, while social science students, such as social policy and politics students, will probably be more familiar with the qualitative approach.

However in tackling many real world problems it is very useful to have knowledge of both approaches to research. Triangulation refers to the idea that 2 or more approaches have been used to investigate the same phenomenon and this is viewed as a very useful technique in social science research (Bogdan & Biklen, 2006). The examples in the CHERMUG mini-games focus on obesity where both quantitative (Cooke & Wardle, 2005) and qualitative (Holsten, Deatrick, Kumanyika, Pinto-Martin & Compher, 2012) approaches to research were seen to provide valuable research evidence.

In many situations students will be required to develop an understanding of the research approach with which they are less familiar. This would apply for example to postgraduate students entering a new discipline, students doing joint Honours degrees, students who change course or students working on interdisciplinary projects.

Since the CHERMUG games support both approaches to research, they should help to highlight some of the key features of the alternative approach. Using the appropriate CHERMUG games will support these

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students as they learn more about the alternative method.

The games plus student guides are all designed to be used to supplement students’ understanding. Students who have played the games have found that they provide useful revision of a method they already know. It would be possible for students to play the games corresponding to the method they already know first followed by the games relating to the new approach.

Both games follow the cycle of activities associated with the research cycle but they emphasise different activities. The CHERMUG games, in particular the quantitative games, carefully guide the learner through different steps in the research cycle. Context:

Target group. The target group are any students who need to acquire an understanding of the research approach with which they are less familiar. The games are targeted primarily at health or social science students but could also be used by students in other disciplines wanting to learn about another approach to research.

It seems likely that the students would be in the later years of their studies, as they would already have acquired a good understanding of one approach to research but are now required to develop their skills in the other approach. This would apply for example to students doing joint Honours degrees, students who change course, postgraduate students entering a new discipline via research or a taught programme, or students working on interdisciplinary projects. While the games provide support for an introductory module, in this use case students would already know about the other approach but are effectively beginners on the new approach.

Students who have played the games have found that they provide useful revision of a method they already know. It would be possible for students to play the games corresponding to the method they already know first as a revision aid, followed by the games relating to the new approach. Actors. Teachers/tutors who design/guide lesson plans in research methods 20

& statistics. Materials. The qualitative and quantitative games and video(s?). The CHERMIG videos provide guidance for teachers who might want to use the games, while the staff and students support guides provide a context for the activities included in the games. The technical requirements are limited to access to internet with a recent browser versions. The solution proposed supports both distance and regular education for self-study, a study assignment or an exercise in the classroom. Reachable goal situation:

The CHERMUG games allow students to practice and apply their understanding of research methods and statistics in a more active way than traditional learning methods. The goal for this specific use-case would be to use the games to help students to consolidate their understanding of an approach to research which is new to them more effectively. The games would be most useful when used as activities which are incorporated by a tutor as a required exercise in a module, rather than as a stand-alone exercise.

Solution(s):

The goal of helping students to consolidate their understanding of a specific approach to research more effectively could be achieved most effectively by staff in a lab-based session with the students. Staff could also recommend the use of the games to the students as part of their homework. Like other learning activities, the games would tend to work best if they were “prescribed” by the tutor at an appropriate point in a module. Students will get access to materials which enable them to further their practical skills without the need of continuous guidance. Teachers can integrate the material in their lesson plan to give a possibility to practice or to enable students to review their knowledge.


Not applicable


Teacher. From the teachers’ perspective the games should provide activities which will reduce the time needed by a teacher develop support activities. The staff support guides shows how the games fit into research methods teaching. Students. Ideally the games should help students to acquire skills in research methods in a more engaging way which should help to motivate students in 21

an area which they typically find difficult, dry, abstract and boring. The evaluation of the game indicated that students find the game more engaging than analagous Moodle based exercises. Notes:

NA

Acknowledgements:

NA

Used terms:

Qualitative approach: research that is most concerned with peoples experiences – most likely to ask why? how? and in what way? Quantitative approach: research that is most concerned with numbers – most likely to ask how many? how often? and to what extent? Moodle: On-line virtual learning environment (VLE) used by educators to manage and support learning.

References:

Bogdan, R. C. & Biklen, S. K. (2006). Qualitative research in education: An introduction to theory and methods. Allyn & Bacon. Cooke, L. J. & Wardle, J. (2005). Age and gender differences in children’s food preferences. British Journal of Nutrition, 93, 741–746. Holsten, J. E., Deatrick, J. A., Kumanyika, S., Pinto-Martin, J., & Compher, C. W. (2012). Children’s food choice process in the home environment. A qualitative descriptive study. Appetite, 58, 64–73.

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4 The use of CHERMUG games to learn terminology of research methods and statistics in another language Use case:

The use of CHERMUG games to learn terminology of research methods and statistics in another language

Author(s):

Tiina Pennanen, SAMK, [email protected]; Sirpa Isberg, SAMK, [email protected]

Progress:

Final

Category:

A use case CHERMUG games as part of other materials

Summary:

Knowledge of general research terminology is a prerequisite for making use of research results in all disciplines. Playing the CHERMUG games helps students learn research concepts in English and enables them to assess, learn and apply new knowledge. It is difficult to learn research methodology at the beginning of the studies, because the concepts and approaches are new and challenging. CHERMUG games can be used to provide the students with an understanding of a variety of ways of carrying out research as well as of the most important methods of data acquisition and analysis. In addition, the students learn the terminology in English, which is the international language of science. As a result, it becomes easier for them to read international research reports. The games in English are, in particular, suitable for master level students.

Problem situation:

Even though in most European countries higher education students learn English, this expected language level does not include research specific terminology. Students that are carrying out professional education in another language than English will meet difficulties when needing to use and understand specific terminology of research methods and statistics in English even though they might have excellent English language skills. The analysis of qualitative and quantitative data is challenging even in one’s own mother tongue not to mention in English. This is particularly true about qualitative research, since analysis is based on language/text and its interpretation. However, the games, if played in English, help the students learn the concepts and methods of qualitative and quantitative games and their approaches to research in English. This helps the students to carry out 23

their own research tasks and to read and apply international research. Context:

Target groups and actors: all students and teachers whose mother language and education language is not English whom are to use CHERMUG games. The games in English are intended for all those (students and health care providers) who want to learn how research is carried out and applied in practice. The games also provide the teachers with a new frame for teaching research methods. Materials: in English language games the support terminology in mother language is recommended. The teachers guide should be both in English and in teachers mother language even though the games in English are used in education, this material will help teachers to guide the students better.


CHERMUG games in English can support the higher education students to learn scientific terminology in English and facilitate scientific reading and understanding research reports as well as applying the new knowledge to practical work. Students’ level of understanding terminology of research methods and statistics in English could be evaluated. Their skills in reading scientific literature in English will be developed and could also cause wider use of new information in education tasks and bachelor/master level thesis.

Solution(s):

Using English language CHERMUG games should be planned so that timing is good and students as well as teachers, whose mother language or education language is not English, have orientated to terminology in English before gaming. Support material for students should be on-hand all the time (translations of terms) Support material for teacher to tutor students in English and in their mother language should be available. The use games should be freely available also for independent learning and if games of materials they include would be part of examination it could

24

motivate students for independent gaming after tutorials. Conditions and requirements:

The games should be in open platform that are accessible also at home not only in the educational settings. The support material (translations) should be side by side with the games. The games should facilitate learning by feedback systems. The games are recommended to bachelor level students and above.


The use of English language literature (research reports, articles) is seen to increase after CHERMUG games. When playing the games few times the students’ need for tutor’s support and the translations diminishes. Students are using the games independently when preparing to examination. Teachers’ actions can also be assessed and after using the CHERMUG games several times teachers’ abilities in tutoring have developed and teacher’s guide is less used. Teachers commitment in using English language games has increased and games are part of education protocol.

Notes:

Not applicable

Acknowledgements:

All teachers in research methods and statistics that have been giving feedback of the games at Satakunta University of Applied Sciences All the students in nursing, social service and physiotherapy bachelor level education that participated into game pilots. All the students in master level education

Used terms:

NA

References:

NA

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5 The use of the CHERMUG games as independent learning material Use case:

The use of the CHERMUG games as independent learning material

Author(s):

Tiina Pennanen, SAMK, [email protected]; Sirpa Isberg, SAMK, [email protected]

Progress:

Final

Category:

Use of the CHERMUG games as independent learning material

Summary:

Playing CHERMUG games can be integrated into course plan in that way the independent playing can be motivated and students will use their own time when the concentration to games is most suitable. The games can also be used for independent study. Students can deepen their research skills, apply their knowledge, and later on revise different aspects of research. The games help students in becoming aware of their own learning and challenges they have in learning. As a result, learning becomes easier and difficult concepts open up. The course content and also exams and possible tasks should reflect upon the games’ content. Teachers’ awareness of games should be increased while their support is needed to facilitate the independent use of games when students are learning research methods, statistics and carrying out their thesis work.

Problem situation:

Students often have several courses and a lot of assignments at the same time. Also, their ability to learn new things varies. Sometimes they are unable to attend classes. Therefore, it is good to have material for independent study. Independent learning should be supported and the use of independent learning should have a deep motivation. The needs should be defined in course plan and the content of the games should be part of the course as well as part of the examination or tasks. If the games would be used on regular bases and all teacher in education would know them the use could be supported many ways. CHERMUG games provide an opportunity to deepen their skills and apply their knowledge and later on revise different aspects of research, whenever 26

it suits them. The games show them, where they need to improve their skills and what they need to focus on in their studies. Teachers should encourage students to play the games independently to learn and revise research methods. Context:

Target group: The games are intended for bachelor and master level students for independent study and as support material for research methods classes. Teachers should encourage students to play the games at different stages of their studies. The aim is that students understand qualitative and quantitative research processes and the most important procedures in data analysis.


The aim is that both bachelor and master level students can use qualitative and quantitative games to support their studies on research methods and to revise the research process, when they are conducting their thesis.

Solution(s):

Independent playing the games should be defined into the course plan by several teachers, not only the teachers of research methods and statistics but also teachers tutoring bachelor and master thesis. Motivating students to use games for self-evaluation should be part of the course content.


Free access to games (both in English and in mother language) from home and at the university Continuing feedback of own results and comparison data


Teachers can follow up the use of the games in each course where it is part of the course content Comparison of learning outcomes; students who have played and those who have not

Notes:

Games will be suggested to be part of the method and statistics courses in future.

Acknowledgements:

All teachers in research methods and statistics that have been giving feedback of the games at Satakunta University of Applied Sciences All the students in nursing, social service and physiotherapy bachelor level

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education that participated into game pilots All the students in master level education Used terms:

Not applicable

References:

NA

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6 The use of CHERMUG game for nurses who are taking a revision course in research methods (post graduate courses) Use case:

The use of CHERMUG game for nurses who are taking a revision course in research methods (post graduate courses)

Author(s):

Madalina Manea, University of Medicine and Pharmacy of Craiova [email protected]

Progress:

Final

Category:

Using CHERMUG games as “paper and pencil” learning material for practitioners in health system into a long learning life course

Summary:

Nurse practitioners should use the information in their practice to demonstrate the utility of the profession and in order to find optimal solutions for professional activity. This can be achieved by using research methods, so that updating knowledge about research needs to be a constant objective for continuing education courses after graduation. We developed such a course using CHERMUG games – version “paper and pencil”, being attended by family practitioners nurses. The difficulty for participants was the lack of computers but the material used and translated in Romanian language together with a demonstration done by teacher in the laboratory demonstrate the effectiveness of the CHERMUG module.

Problem situation:

Learning or refresh knowledge about research methods is a rather elusive goal when it comes to healthcare practitioners; usually they agreed about the importance of research for their profession but it is not so easy to find time and resources and sometime motivation to call nurses practitioner to a refreshing course about research methods. It is also important to mention the lack of experience, especially of older nurses, regarding computer and electronic games use; they even expressed fear that they cannot face in this area. On the other hand leaders of nurses that organized training courses were hardly convinced that a course of research would be attractive for a nurse practitioner. The level of knowledge of nurse practitioner in research is seems to be very low, sometimes even absent, and their motivation for such a course is 29

demoralizing for the instructor that has to face to this. The teacher had to do also with the lack of computers (the place of the course was a Nursing Association room) and with a limited time for course because the nurses has to go to the work (FHN are hired by doctors who are not interested for the nursing profession development). Context:

Romanian Nursing Association (RNA) decides that an action has to be taken in order to help practitioner nurses to improve their skills in research methods and this action could be a postgraduate course. The research course has to be attractive and easy to learn. For this reason it was accepted the CHERMUG game, but version “pencil on paper” because of lack of computers in the room offered by RNA for the course. The participants received the course materials translated in Romanian, the teacher present the research course and use for this ppt presentations. The participants give a pre test and a post test, “play” the game using the printed format translated in Romanian language and then watch the demonstration of the electronic game due by the teacher on his own computer.


We wanted that participants, at the end of this course, will understand the advantages of using research in practice, will know how many types of research are, when they can use it and especially will know how to conduct a simple research. We planned an effective learning and enjoyable too and that the examples offered by the CHERMUG game to translated easily theory into practice.

Solution(s):

The practitioner nurses, especially family nurses and primary the oldest, have to know how to make a research - reason for what they need a post graduate course on research methods. Initially they were not enthusiastic with our proposal but they accepted this as an experiment. We offered the course materials and our expertise and Nursing Association offered the place for courses, but not the logistic (no available computers), reason for what we decided to use the “pencil on paper” alternative of the CHERMUG games, the Romanian version. The Nursing Association leaders where curious about the results of this training course and if positive they will include the research course in the permanent list of post graduate courses for nurses; the participants where curious to see if they understand something about research and if they manage with this new approach of learning – hopping to be able than to make simple researches; we looked forward to see the results of the pencil on paper version of CHERMUG game

30

and evidenced the efficiency of this method. Conditions and requirements:

The teacher (Madalina Manea) had experience with teaching this course because was involved in piloting the course at the trainers and at the students before this action, in both of electronic and pencil-on-paper format. The advantage was the availability of the Romanian version of the pencil on paper CHERMUG game. Every participant in the action was interested to reach something from this experience – nobody was obliged to participate; nurses were invited and they came because they want to do this.


Pre test and post test answers, self-evaluation perception, course evaluation done by the participants. For the future: the presence of research studies due by participants under the umbrella of Nursing Association.

Notes:

The pencil-on-paper CHERMUG game do not offer the same satisfaction as the electronic version of the game; the participant has not the possibility to turn back, to take another decision, to receive an immediate feed-back, to be happy for the “film” offered by the computers. The participants and the representatives of the NRA present at the course has understand the imperative need to purchase computers for post-graduate courses, seeing the video demonstration due by the teacher on his computer playing Qualitative CHERMUG games.

Acknowledgements:

Manny thanks to Mrs Ecaterina Gulie, president of the Romanian Nursing Association who offered the entire capacity of this association to develop such an experiment and also to the participants, Family Nurses, which has come to this course from their free time.

Used terms:

Not applicable

References:

NA

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Higher Education in Research Methods Using Games CHERMUG. Project Deliverable Report

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