, the TPACK framework was used to guide the creation of a serious game for nurses. Personal involvement, contextual and environmental elements, a safe and organized learning environment, as well as organizational and technical aspects, must all be considered. The researchers discovered four major elements that impacted students’ impressions of integrating the two simulations. The results of the study show that it is necessary to investigate nursing students’ impressions of adopting a mixed simulation strategy in preparation for their home healthcare clinical placements, which included hands-on simulation with simulated patients and a video-based serious game. In general, it refers to computer-based games used for training, simulation, or teaching with varying degrees of educational accomplishment to improve learners’ knowledge and performance. Serious gaming and other educational technologies, such as virtual learning environments, digital learning objects, and instructional games, have no apparent distinction. Serious gaming is an innovative instructional technique in the nursing and caregiving field, ranging from various specialized areas to general understanding and awareness of sudden changes in working conditions, as for example, has happened with the COVID-19 pandemics. Furthermore, most contemporary applications need the use of pricey VR equipment, which is frequently unavailable in the average home. As a result, there is a need for pragmatic evaluations to support theory regarding the game’s purported mechanism of action and its impact on patient or professional training outcomes. Overall, serious games have great potential, but there are still many unanswered questions about how they should be created, structured, and delivered. Younger caregivers and patients preferred visual and interactive support that offered a stimulating atmosphere and feedback on their performance. Serious games are among the appropriate methods for assessing changes in motor-cognitive performance, transferring training results from a therapeutic task to new untrained tasks, and maintaining training gains in individuals after stroke and their official and informal carers. Serious games and specialized applications have been found to be an effective technique for assisting with training and self-management of a variety of various health procedures and problems. A serious game is one with the goal of both education and behavior change, as well as entertainment. While games are still in their early phases of being effectively used in the treatment of mental health issues, experiments with more recognizable media such as serious games is still ongoing. The GDS scale (score 10) revealed a low number of 28% of individuals depressed, and the UEQ received a very favorable grade of +0.8.Īs the digital age evolves, interactive applications and games will play a bigger and increasingly significant role in physical therapy and psychotherapy. Both surveys had favorable outcomes, showing the effectiveness of the approach. Furthermore, the results of the game’s direct impact on caregivers ( n = 25) and stroke survivors ( n = 21) in Lithuania using the Geriatric Depression Scale (GDS) and user experience questionnaire (UEQ) are presented. The methodologies utilized professional medical experiences and real-life evidence data gathered during the duration of the iTrain project to create the scenarios for the game’s deep reinforcement caregiver behavior improvement model, as well as the design of game mechanics, game images and game characters, and gameplay implementation. The iTrain game was designed to improve caregiver knowledge and abilities by providing non-traditional training to formal and informal caregivers who deal with stroke survivors. This paper describes a serious game based on a knowledge transfer model using deep reinforcement learning, with an aim to improve the caretakers’ knowledge and abilities in post-stroke care.
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