Immersive RPG Elderly Health: A New Possibility for Constructing Health Learning?

Reser, Aline Rodrigues; Bearzi, Paula Suseli Silva de; Matos, Julio Cesar de; Marchi, Renato José De; Martins, Aline Blaya

doi:10.1590/1981-22562024027.230214.en

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Revista Brasileira de Geriatria e Gerontologia

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Original Articles • Rev. bras. geriatr. gerontol. 27 • 2024 • https://doi.org/10.1590/1981-22562024027.230214.en copy

Immersive RPG Elderly Health: A New Possibility for Constructing Health Learning?

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Objective

To assess the applicability and effectiveness of a game incorporating Roleplaying Game (RPG) elements as a pedagogical tool for health education.

Method

The study population comprised undergraduate and postgraduate students in the health field at the Universidade Federal do Rio Grande do Sul, Brazil. This qualitative research was conducted between April and June 2018 in two stages. Initially, the RPG was implemented with the involved classes, followed by Focus Group interviews conducted a week later to gather information, with volunteers from these classes who willingly participated in the research. Information analysis was grounded in aspects of Grounded Theory (GT).

Results

The analysis yielded the following categories: 1) Game creation, 2) Impact of the experience on teaching and learning, 3) Reflection on the game. The results demonstrate that the use of RPG-influenced games holds significant untapped potential in the health education process. This innovative method remains underutilized within the health domain, necessitating adherence to specific premises for its potent application.

Conclusion

In this context, it is understood that the game contributes to health education, enhancing knowledge and skills through a challenging and reality-connected experience.

Keywords
Older Adults' Health; Health Education; Universities; Experimental Games; Learning

1 - The facilitator introduces the dynamics and discusses the "Rule of Yes."
2 - Randomly distributes Character Cards to 3 to 5 individuals.
3 - Divides the remaining students into groups for each character. Each group is further divided into 2, and each "side" receives a different Consciousness Card.
4 - Each character takes 4 dice (2 light and 2 dark) and rolls them in the center to generate various random results.
5 - The first player selects a die (result, color does not matter) and chooses a Relationship topic on the Relationship Banner. Selects another character to be their relation. The chosen character picks a new die and details the relationship on the list of possibilities for the chosen topic based on the selected die. The facilitator encourages the creation of the story of the relationship between the characters by asking questions. Repeat until all characters have two relationships with other characters.
6 - The first player chooses a new die (result, color does not matter) and selects a Need topic on the Needs Banner. Chooses another die to detail their need on the list. The facilitator stimulates with questions to create the story of their need and how they will achieve it in the game. Repeat until all characters have detailed their need.
7 - The first player selects another character to create the first scene and draws a Location Card where the scene will take place. He or she initiates the dialogue, attempting to meet their need through the relationships they have with the other character. The consciences of each character involved in the conversation can and should provide ideas and help in the dialogue.
8 - When the facilitator believes the dialogue is well-developed, he/she asks the other consciences, excluding those of the character who initiated the scene, to throw either a light or dark die on the ground. If there are more light dice, the character achieved their need; if more dark, they did not.
9 - Each character takes turns initiating a scene. At the end of this round, everyone takes a break, and the facilitator turns over a Turn Card.
10 - Together, characters and consciences define how the story of their characters concludes, considering the turn.
11 - Once they reach a consensus, the facilitator concludes the activity and can begin the reflection on the scenes and dialogues that occurred.

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[1] Correspondence Aline Rodrigues Reser japareser@gmail.com

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Immersive RPG Elderly Health: A New Possibility for Constructing Health Learning?

Abstract

﻿Objective

Method

Results

Conclusion

Objective