Towards a Tasks-Interactions-Environment (TIE-SSG) Framework Guiding Integration of Serious Games in Education for Enhanced Practical, Clinical Competences

Abstract

Clinical skills training is essential but resource-intensive for both educational programs and clinical placement
settings. While simulations and serious games (SSGs) show great potential in alleviating skill-training challenges by enabling
flexible, interactive, and engaging learning situations in safe environments, difficulties remain in moving beyond their basic
implementation and use. The aim of this study is to explore and conceptualize the key elements that form the basis for the
proposed Tasks-Interactions-Environment of Simulations and Serious Games (TIE-SSG) Framework. This work aims to initiate
discussions and generate ideas that can inform future efforts in developing and refining the proposed framework. The TIESSG
framework is grounded in instructional scaffolding, and through consideration of these theories and an examination of
previous literature, the fidelity (i.e., how closely a scenario or tool mirrors real-world conditions) of the SSGs was chosen as
the key factor for the framework. The fidelity term is examined and redefined specifically for introducing SSGs in the context
of teaching and learning, and is broken down into three dimensions: tasks, interactions, and environment. The paper
illustrates the benefits of examining the fidelity of these dimensions separately, to help place SSGs within the students’
learning pathway in a progressive manner. This approach enhances the understanding of how fidelity impacts learning
outcomes and provides valuable insights for designing practical learning tools. Future research will further explore how this
framework can be applied across diverse educational contexts.