Gamification Concepts for a VR-based Visuospatial Training for Intraoperative Liver Ultrasound
Authors: 
Mareen Allgaier, Florentine Huettl, Laura Isabel Hanke, Tobias Huber, Bernhard Preim, Sylvia Saalfeld, Christian HansenAuthors Info & Claims
Article No.: 175, Pages 1 - 8
Abstract
Gamification is widely used due to its positive influence on learning by adding emotions and steering behavior. In medical VR training applications, the use of gamification is rare, and when it is implemented, it often lacks thoughtful design decisions and empirical evaluation. Using a VR-based training for intraoperative ultrasound for liver surgery, we analyzed game elements regarding their suitability and examined two in more detail: difficulty levels and a kit, where the user has to assemble a virtual liver using US. In a broad audience study, levels achieved significantly better results regarding enjoyment. Qualitative feedback from medical students directly comparing the elements revealed that they prefer the kit as well as levels for training. Our studies indicate that levels and the more interactive kit improve the learning experience, which could also be taken as a basis for similar VR-based medical training applications.
Supplemental Material
- Download
- 4.14 MB
- Transcript
- Download
- 5.96 MB
- Transcript
MP4 File
Video Figure
- Download
- 239.19 MB
References
[1]
Mareen Allgaier, Florentine Huettl, Laura I. Hanke, Hauke Lang, Tobias Huber, Bernhard Preim, Sylvia Saalfeld, and Christian Hansen. 2023. LiVRSono - Virtual Reality Training with Haptics for Intraoperative Ultrasound. In Proc. of IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE Computer Society, Los Alamitos, CA, USA, 980–989. https://doi.org/10.1109/ISMAR59233.2023.00114
[2]
Wendy L. Bedwell, Davin Pavlas, Kyle Heyne, Elizabeth H. Lazzara, and Eduardo Salas. 2012. Toward a Taxonomy Linking Game Attributes to Learning: An Empirical Study. Simulation & Gaming 43, 6 (2012), 729–760. https://doi.org/10.1177/1046878112439444
[3]
André L. Brazil, Aura Conci, Esteban Clua, Leonardo K. Bittencourt, and Lúcia B. Baruque. 2017. A virtual environment for breast exams practice with Haptics and gamification. In Proc. of IEEE International Conference on Serious Games and Applications for Health (SeGAH). IEEE Computer Society, Los Alamitos, CA, USA, 1–7. https://doi.org/10.1109/SeGAH.2017.7939273
[4]
Benjamin Byl, Matthias Süncksen, and Michael Teistler. 2018. A serious virtual reality game to train spatial cognition for medical ultrasound imaging. In Proc. of Serious Games and Applications for Health (SeGAH). IEEE Computer Society, Los Alamitos, CA, USA, 1–4. https://doi.org/10.1109/SeGAH.2018.8401365
[5]
Viky Cecilia Camarena Quispe, Julio César Cubas Aguinaga, Luis Gonzalo Diaz Huaco, and Jhasmani Tito Cruz. 2023. DENTORACULUS - A gamified Virtual Reality experience for dental morphology learning. In Proc. of IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE Computer Society, Los Alamitos, CA, USA, 1007–1008. https://doi.org/10.1109/VRW58643.2023.00349
[6]
Cheryl A. Cohen and Mary Hegarty. 2012. Inferring cross sections of 3D objects: A new spatial thinking test. Learning and Individual Differences 22, 6 (2012), 868–874. https://doi.org/10.1016/j.lindif.2012.05.007
[7]
Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011. From Game Design Elements to Gamefulness: Defining Gamification. In Proc. of the Academic MindTrek Conference: Envisioning Future Media Environments. Association for Computing Machinery, New York, NY, USA, 9–15. https://doi.org/10.1145/2181037.2181040
[8]
Cara M. Gallegos, Abigail J Tesar, Kelley Connor, and Kim Martz. 2017. The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study. Nurse education in practice 27 (2017), 101–106.
[9]
Elizabeth A. Gomez, Dezhi Wu, and Katia Passerini. 2010. Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes. Computers & Education 55, 1 (2010), 378–390. https://doi.org/10.1016/j.compedu.2010.02.003
[10]
Shayne Gue, Joseph Ray, and Latha Ganti. 2022. Gamification of graduate medical education in an emergency medicine residency program. Int J Emerg Med 15, 41 (2022). https://doi.org/10.1186/s12245-022-00445-1
[11]
Aqeel Haider, Casper Harteveld, Daniel Johnson, Max V. Birk, Regan L. Mandryk, Magy Seif El-Nasr, Lennart E. Nacke, Kathrin Gerling, and Vero Vanden Abeele. 2022. MiniPXI: Development and Validation of an Eleven-Item Measure of the Player Experience Inventory. Proc. ACM Hum.-Comput. Interact. 6, CHI PLAY (2022), 1–26. https://doi.org/10.1145/3549507
[12]
Juho Hamari, Jonna Koivisto, and Harri Sarsa. 2014. Does Gamification Work? – A Literature Review of Empirical Studies on Gamification. In Proc. of Hawaii International Conference on System Sciences. IEEE Computer Society, Los Alamitos, CA, USA, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
[13]
Rui Huang, Albert D. Ritzhaupt, Max Sommer, Jiawen Zhu, Anita Stephen, Natercia Valle, John Hampton, and Jingwei Li. 2020. The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development 68, 4 (2020), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z
[14]
Yu kai Chou. 2015. Actionable Gamification: Beyond Points, Badges and Leaderboards. CreateSpace Independent Publishing Platform.
[15]
Sean H. K. Kang. 2016. Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Policy Insights from the Behavioral and Brain Sciences 3, 1 (2016), 12–19. https://doi.org/10.1177/2372732215624708
[16]
Jonna Koivisto and Juho Hamari. 2019. The rise of motivational information systems: A review of gamification research. International Journal of Information Management 45 (2019), 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
[17]
Jeanine Krath, Maximilian Altmeyer, Gustavo F. Tondello, and Lennart E. Nacke. 2023. Hexad-12: Developing and Validating a Short Version of the Gamification User Types Hexad Scale. In Proc. of the CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery, New York, NY, USA, 1–18. https://doi.org/10.1145/3544548.3580968
[18]
Richard N. Landers. 2014. Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. Simulation & Gaming 45, 6 (2014), 752–768. https://doi.org/10.1177/1046878114563660
[19]
Andreas Langbein, David A. Plecher, Frieder Pankratz, Chloe Eghtebas, Fabrizio Palmas, and Gudrun Klinker. 2018. Gamifying Stereo Camera Registration for Augmented Reality. In Proc. of IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE Computer Society, Los Alamitos, CA, USA, 125–126. https://doi.org/10.1109/ISMAR-Adjunct.2018.00049
[20]
Yuen C. Law, Thomas Knott, Sebastian Pick, Benjamin Weyers, and Torsten W. Kuhlen. 2015. Simulation-based Ultrasound Training Supported by Annotations, Haptics and Linked Multimodal Views. In Proc. of Eurographics Workshop on Visual Computing for Biology and Medicine. The Eurographics Association, 1–10. https://doi.org/10.2312/vcbm.20151220
[21]
Juan J. López-Jiménez, José L. Fernández-Alemán, Laura L. González, Ofelia G. Sequeros, Begoña M. Valle, José A. García-Berná, Ali Idri, and Ambrosio Toval. 2022. Taking the pulse of a classroom with a gamified audience response system. Computer methods and programs in biomedicine 213, 106459 (2022). https://doi.org/10.1016/j.cmpb.2021.106459
[22]
Lukas Mayer, Matthias Süncksen, Sascha Reinhold, Sven Bertel, and Michael Teistler. 2021. Training visuospatial skills for medical ultrasound imaging with a desktop-based learning game. In Proc. of Serious Games and Applications for Health(SeGAH). IEEE Computer Society, Los Alamitos, CA, USA, 1–6. https://doi.org/10.1109/SEGAH52098.2021.9551914
[23]
Ahmed Hosny Saleh Metwally, Lennart E. Nacke, Maiga Chang, Yining Wang, and Ahmed Mohamed Fahmy Yousef. 2021. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research 109 (2021), 101832. https://doi.org/10.1016/j.ijer.2021.101832
[24]
Sebastian Oberdörfer, David Heidrich, and Marc Erich Latoschik. 2019. Usability of Gamified Knowledge Learning in VR and Desktop-3D. In Proc. of the CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery, New York, NY, USA, 1–13. https://doi.org/10.1145/3290605.3300405
[25]
Tycho Olgers, J. van Os, Hjalmar Bouma, and Jan ter Maaten. 2022. The validation of a serious game for teaching ultrasound skills. Ultrasound J 14, 29 (2022). https://doi.org/10.1186/s13089-022-00280-8
[26]
Fabrizio Palmas, David Labode, David A. Plecher, and Gudrun Klinker. 2019. Comparison of a Gamified and Non-Gamified Virtual Reality Training Assembly Task. In Proc. of Virtual Worlds and Games for Serious Applications (VS-Games). IEEE Computer Society, Los Alamitos, CA, USA, 1–8. https://doi.org/10.1109/VS-Games.2019.8864583
[27]
Claudia Quaiser-Pohl. 2003. The Mental Cutting Test "Schnitte" and the Picture Rotation Test-Two New Measures to Assess Spatial Ability. International Journal of Testing 3 (09 2003), 219–231. https://doi.org/10.1207/S15327574 IJT0303_2
[28]
Felix Ritter, Bernhard Preim, Oliver Deussen, and Thomas Strothotte. 2000. Using a 3D Puzzle as a Metaphor for Learning Spatial Relations. In Proc. of the Graphics Interface Conference. 171–178.
[29]
Richard M. Ryan. 1982. Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. J Pers Soc Psychol 43, 3 (1982), 450–461. https://doi.org/10.1037/0022-3514.43.3.450
[30]
Mohan B. Sannathimmappa, Vinod Nambiar, and Rajeev Aravindakshan. 2022. Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification. Journal of education and health promotion 11, 79 (2022). https://doi.org/10.4103/jehp.jehp_683_21
[31]
Matthias Süncksen, Henner Bendig, Michael Teistler, Markus Wagner, Oliver Johannes Bott, and Klaus Dresing. 2018. Gamification and virtual reality for teaching mobile x-ray imaging. In Proc. of IEEE International Conference on Serious Games and Applications for Health (SeGAH). IEEE Computer Society, Los Alamitos, CA, USA, 1–7. https://doi.org/10.1109/SeGAH.2018.8401364
[32]
Kymeng Tang, Kathrin Gerling, Vero Vanden Abeele, Luc Geurts, and Maria Aufheimer. 2023. Playful Reflection: Impact of Gamification on a Virtual Reality Simulation of Breastfeeding. In Proc. of the CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery, New York, NY, USA, 1–13. https://doi.org/10.1145/3544548.3580751
[33]
Yuka Tashiro, Shio Miyafuji, Dong-Hyun Hwang, Satoshi Kiyofuji, Taichi Kin, Takeo Igarashi, and Hideki Koike. 2023. GAuze-MIcrosuture-FICATION: Gamification in Microsuture Training with Real-Time Feedback. In Proc. of the Augmented Humans International Conference 2023. Association for Computing Machinery, New York, NY, USA, 15–26. https://doi.org/10.1145/3582700.3582704
[34]
Pornpon Thamrongrat and Effie Lai-Chong Law. 2021. Analysis of The Motivational Effect of Gamified Augmented Reality Apps for Learning Geometry. In Proc. of the Australian Conference on Human-Computer Interaction. Association for Computing Machinery, New York, NY, USA, 65–77. https://doi.org/10.1145/3441000.3441034
[35]
Armando M. Toda, Pedro H. D. Valle, and Seiji Isotani. 2018. The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. In Proc. of Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions. Springer International Publishing, Cham, 143–156.
[36]
Jeremy Walker, Jose P. Heudebert, Mukesh Patel, John D. Cleveland, Andrew O. Westfall, Donald M. Dempsey, Alfredo Guzman, Anne Zinski, Monica Agarwal, Dustin Long, James Willig, and Rachael Lee. 2022. Leveraging Technology and Gamification to Engage Learners in a Microbiology Curriculum in Undergraduate Medical Education. Medical science educator 32, 3 (2022), 649–655. https://doi.org/10.1007/s40670-022-01552-7
[37]
Wim Westera. 2022. The devil’s advocate: identifying persistent problems in serious game design. International Journal of Serious Games 9, 3 (2022), 115–124. https://doi.org/10.17083/ijsg.v9i3.547
Index Terms
- Gamification Concepts for a VR-based Visuospatial Training for Intraoperative Liver Ultrasound
Recommendations
Advanced liver surgery training in collaborative VR environments
AbstractVirtual surgical training systems are crucial for enabling mental preparation, supporting decision-making, and improving surgical skills. Many virtual surgical training environments focus only on training for a specific medical skill and take ...
Graphical abstractDisplay Omitted
Highlights- Development of a collaborative VR environment for advanced liver surgery training.
- Improving several aspects of training procedures ranging from planning to laparoscopic surgery training.
- Evaluation results provide valuable ...
PathoGenius VR: VR medical training
PerDis '19: Proceedings of the 8th ACM International Symposium on Pervasive DisplaysExtensive training is mandatory for medical students during their academic studies. However, the shortage of training personnel, patients' safety, scarcity of equipment are the key limitations that hinder the training process. To address these ...
VR-based Equipment Training for Health Professionals
CHI EA '21: Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing SystemsIt is common knowledge that health professionals’ device training is a major problem, as the inadequate quality of device training puts patients at risk [2]. To find a way to counter this problem, we propose a virtual reality training simulation. The ...
Comments
Please enable JavaScript to view thecomments powered by Disqus.Information & Contributors
Information
Published In
May 2024
4761 pages
ISBN:9798400703317
DOI:10.1145/3613905
Copyright © 2024 Owner/Author.
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.
Sponsors
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 11 May 2024
Check for updates
Author Tags
Qualifiers
- Work in progress
- Research
- Refereed limited
Funding Sources
- State Graduate Scholarship of Saxony-Anhalt
- Federal Ministry of Education and Research within the Forschungscampus STIMULATE
Conference
Acceptance Rates
Overall Acceptance Rate 6,164 of 23,696 submissions, 26%
Upcoming Conference
CHI '25
- Sponsor:
- sigchi
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 211Total Downloads
- Downloads (Last 12 months)211
- Downloads (Last 6 weeks)27
Reflects downloads up to 18 Nov 2024
Other Metrics
Citations
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign inFull Access
View options
View or Download as a PDF file.
PDFeReader
View online with eReader.
eReaderFull Text
View this article in Full Text.
Full TextHTML Format
View this article in HTML Format.
HTML Format