Work

Tasks-Interactions-Environment for Simulations and Serious Games (TIE-SSG) Framework: Exploring Practical Applications

Year: 2025

Type: conference-paper

Abstract: Simulations and Serious Games (SSGs) are increasingly recognized as effective and flexible tools for supportingeducation. Despite their potential, selecting and appropriately using SSGs within learning pathways remains a significantchallenge. To address this, the Task-Interaction-Environment for Simulations and Serious Games (TIE-SSG) framework wasdeveloped. This framework is designed to evaluate and integrate SSGs based on their fidelity levels, while adhering toinstructional scaffolding principles to achieve specific learning goals (Frøland et al., 2025). This paper introduces strategiesfor utilizing the TIE-SSG framework to evaluate and seamlessly integrate SSGs into educational curricula, particularly forhealthcare education. It outlines a step-by-step guideline that emphasizes three key phases: (1) prerequisites, (2)assessment, and (3) integration. Supporting tools and templates are provided to standardize evaluations and facilitate thealignment of SSGs with learning objectives. The practical application of the TIE-SSG framework is demonstrated through acase study on teaching phlebotomy. The case study illustrates how the framework supports the systematic integration ofSSGs into educational curricula. Specifically, the approach enables the comparison, selection, and alignment of SSGs withstudent learning objectives, ensuring their effective use in achieving desired educational outcomes. By providing a structuredapproach to evaluating and integrating SSGs, the TIE-SSG framework facilitates evidence-based decision-making ineducational contexts. This systematic method helps educators align SSGs with learning goals, enhancing the overalleffectiveness of their use in curricula. The framework offers a robust tool for addressing the challenges of incorporating SSGsinto diverse learning pathways.

Source: European Conference on Games Based Learning

DOI: 10.34190/ecgbl.19.2.4221

Authors: Tord Frøland, Elisabeth Ersvær, Ilona Hedal

Institutions: Western Norway University of Applied Sciences, University of Inland Norway

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: diamond

Funders: European Commission, HORIZON EUROPE Framework Programme