Gamification of eHealth Business Cases to Enhance Rich Learning Experience
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 33103
Gamification of eHealth Business Cases to Enhance Rich Learning Experience

Authors: Kari Björn

Abstract:

Introduction of games has expanded the application area of computer-aided learning tools to wide variety of age groups of learners. Serious games engage the learners into a real-world -type of simulation and potentially enrich the learning experience. Institutional background of a Bachelor’s level engineering program in Information and Communication Technology is introduced, with detailed focus on one of its majors, Health Technology. As part of a Customer Oriented Software Application thematic semester, one particular course of “eHealth Business and Solutions” is described and reflected in a gamified framework. Learning a consistent view into vast literature of business management, strategies, marketing and finance in a very limited time enforces selection of topics relevant to the industry. Health Technology is a novel and growing industry with a growing sector in consumer wearable devices and homecare applications. The business sector is attracting new entrepreneurs and impatient investor funds. From engineering education point of view the sector is driven by miniaturizing electronics, sensors and wireless applications. However, the market is highly consumer-driven and usability, safety and data integrity requirements are extremely high. When the same technology is used in analysis or treatment of patients, very strict regulatory measures are enforced. The paper introduces a course structure using gamification as a tool to learn the most essential in a new market: customer value proposition design, followed by a market entry game. Students analyze the existing market size and pricing structure of eHealth web-service market and enter the market as a steering group of their company, competing against the legacy players and with each other. The market is growing but has its rules of demand and supply balance. New products can be developed with an R&D-investment, and targeted to market with unique quality- and price-combinations. Product cost structure can be improved by investing to enhanced production capacity. Investments can be funded optionally by foreign capital. Students make management decisions and face the dynamics of the market competition in form of income statement and balance sheet after each decision cycle. The focus of the learning outcome is to understand customer value creation to be the source of cash flow. The benefit of gamification is to enrich the learning experience on structure and meaning of financial statements. The paper describes the gamification approach and discusses outcomes after two course implementations. Along the case description of learning challenges, some unexpected misconceptions are noted. Improvements of the game or the semi-gamified teaching pedagogy are discussed. The case description serves as an additional support to new game coordinator, as well as helps to improve the method. Overall, the gamified approach has helped to engage engineering student to business studies in an energizing way.

Keywords: Engineering education, integrated curriculum, learning experience, learning outcomes.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1314853

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 958

References:


[1] T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games”, Computers & Education 59, pp. 661–686, 2012.
[2] P. Buckley, E. Doyle, “Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market”, Computers & Education 10, pp.43-55, 2017.
[3] M. Urha, G. Vukovica, E. Jereba, R. Pintara, ”The model for introduction of gamification into e-learning in higher education”, Procedia - Social and Behavioral Sciences 197, pp. 388 – 397, 2015.
[4] Metropolia, Information and Communication Technology, Academics. Accessed 20/07/2017 from http://www.metropolia.fi/en/academics/degree-programmes-in-finnish/information-and-communication-technology/
[5] K. Björn, M. Soini, “Theme-based integrated curriculum development and project learning experiences”, 9th international Symposium on Advances in Technology Education, 2015.
[6] M. Soini, K. Björn, “A Case Study on Theme-Based Approach in Health Technology Engineering Education: Customer Oriented Software Applications”, 19th International Conference on Education, Research and Innovation, 2017.
[7] M. Soini, K. Björn, “A case study on theme-based approach in health technology engineering education: physiological measurement technology”, 10th International Symposium on Advances in Technology Education, 2016.
[8] M. Soini, K. Björn, “A Case Study on Theme-Based Approach in Health Technology Engineering Education: Health Technology Devices and Solutions”, 11th International Symposium on Advances in Technology Education, 2017.
[9] K. Björn, M. Soini, “A quantitative evaluation of learning outcomes after second year of theme-based curriculum in health technology”, 10th International Symposium on Advances in Technology Education, 2016.
[10] K. Björn, M. Soini, “Comparative Quantitative Study on Learning Outcomes of Major Study Groups of an Information and Communication Technology Bachelor Educational Program”, 19th International Conference on Education, Research and Innovation, 2017.
[11] K. Björn, A. “Lecture, Flip, Integrate and Focus: A case Study on Stepwise Transformation of an Industrial Networking Course from Lecturing to Integrated Team Learning”, 11th annual International Technology, Education and Development Conference, 2017.
[12] K. Björn, M. Soini, “Learning Style Survey of Information and Communication Technology Students: Focus on Health Technology Major”, 11th annual International Technology, Education and Development Conference, 2017.
[13] A. Osterwalder, “The Business Model Ontology - A Proposition in a Design Science Approach”, PhD Thesis, University of Lausanne, 2004. Accessed 14/8/2017 from http://www.hec.unil.ch/aosterwa/PhD/Osterwalder_PhD_BM_Ontology.pdf
[14] A. Osterwalder, Y. Pigneur, “Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers”, Wiley, 2010.
[15] S. Blank, “Why Lean the Start-Up Changes Everything”, Harvard Business Review, May 2013.
[16] Alexander Osterwalder, Yves Pigneur, Gregory Bernarda, Alan Smith, Trish Papadakos (Designed by), “Value Proposition Design: How to Create Products and Services Customers Want”, Wiley, 2014.
[17] Finlex data bank Kirjanpitolaki (30.12.1997/1336). Retrieved 15/08/2017 from http://finlex.fi/fi/laki/ajantasa/1997/19971336.
[18] Finlex data bank Kirjanpitoasetus (30.12.1997/1339). Retrieved 15/08/2017 from http://finlex.fi/fi/laki/ajantasa/1997/19971339.
[19] Balance Consulting 2017. Accesssed 15/07/2017 from http://www.balanceconsulting.fi/tunnusluvut.