| 1. |
- Barrett, Martyn, et al.
(author)
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The Global Contribution of the Work of Ed Cairns
- 2012
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In: In M. D. Roe (Chair), The life and work of peace psychologist Ed Cairns. Symposium conducted at the 120th Annual Convention of the American Psychological Association, Orlando, FL., August.
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Conference paper (other academic/artistic)
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| 2. |
- Roe, Mícheál D, et al.
(author)
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Professor Ed Cairns: A personal and professional biography.
- 2014
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In: Peace and Conflict: The Journal of Peace Psychology. - : American Psychological Association (APA). - 1078-1919 .- 1532-7949. ; 20:1, s. 3-12
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Journal article (other academic/artistic)abstract
- This article provides a brief overview of Ed Cairns’ (1945–2012) personal and professional life. Born, raised, and educated in Belfast, Ed’s career at the University of Ulster spanned the years of Northern Ireland’s contemporary political violence—from the riots of the early 1970s, through the Good Friday Agreement of 1998, and into the present postconflict period. A fellow of both the British Psychological Society and the American Psychological Association, Ed was a leading international scholar on social identity, conflict and peace, and children and political violence. He was a committed teacher and mentor of many university students and of many peace psychologists from around the globe. He was also an influential leader worldwide and the first international President of APA’s Division 48, the Society for the Study of Peace, Conflict, and Violence.
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| 4. |
- Toro-Troconis, Maria, et al.
(author)
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An architectural model for the design of game-based learning activities for virtual patients in second life
- 2008
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In: Proceedings of the European Conference on Games-based Learning. - : Dechema e.V.. - 9781906638184 ; , s. 459-466
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Conference paper (peer-reviewed)abstract
- Opportunities for building learning activities around real patients have decreased. Therefore, various forms of representative simulation have become an increasingly common alternative. The use of virtual patients is one such simulation developed to support the delivery of clinical teaching. Virtual patient scenarios offer opportunities for 'game-informed learning'. This is due to their experiential and problem-based learning approaches as prime pedagogic drivers. A region has been developed in Second Life that aims to deliver game-based learning activities for delivery of virtual patients that can drive experiential, diagnostic, and role-play learning activities concerning diagnoses, and selection of, investigations and treatment. The game-based learning activities for virtual patients were designed based on the four-dimensional framework developed by De Freitas and Martin, as well as other design considerations that look at emergent narratives and modes of representation. This paper will present the three-component architecture for the delivery of Virtual Patients following game-based learning activities in a multi-user virtual environment (MUVE), such as Second Life. The proposed architecture consists of different virtual patient components that provides the personal and clinical data relevant to the clinical scenario, a data availability model that enables the sequencing and progressive disclosure of a virtual patient identifying triggers and scaffolding information, and an activity model which encodes the activities available and how the learner will be able to engage with the virtual patient. It is anticipated that this three-component architecture will accommodate many different deployment and delivery options for virtual patients in a MUVE. An overview of recent trials is also provided. The trials aim to explore the experience of computer and videogame play among medical students, and to identify any gender-related differences and social propensities that might exist between high gamers (frequently play computer games) and low gamers (rarely play computer games) in their approaches to game-based learning in Second Life.
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| 6. |
- Toro-Troconis, Maria, et al.
(author)
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Designing game-based learning activities for virtual patients in Second Life
- 2008
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In: Journal of Cybertherapy and Rehabilitation. ; 1:3, s. 227-239
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Journal article (peer-reviewed)abstract
- Opportunities for building learning activities around real patients have decreased. Therefore, various forms of representative simulation have become an increasingly common alternative. Virtual patients is one such simulation developed to support the delivery of clinical teaching.Game-based learning has been considered as a new way of delivering clinical teaching that is more suited to the new generation of ‘digital natives'.Online multi-user virtual environments offer rich interactive 3D collaborative spaces where users can meet and interact. One example of such an environment is Second Life.The Faculty of Medicine at Imperial College London has developed a region in Second Life that aims to design game-based learning activities for delivery of virtual patients that can drive experiential, diagnostic, and role-play learning activities supporting patients' diagnoses, investigations and treatment.This paper discusses different learning types and the virtual patients developed in Second Life that follow a linear and a game-based learning approach based on a four-dimensional framework, as well as other design considerations that look at emergent narratives and modes of representation.An overview of an ongoing research project at Imperial College is also provided. This project aims to explore the experience of computer and videogame play among medical students, and to identify gender-related differences and social propensities that might exist between high gamers and low gamers in their approaches to game-based learning in Second Life.
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