Percorrer por autor "Chircop, Daren"
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- Serious game & virtual reality manualPublication . Gomes, Lisa; Chircop, Daren; Yannakakis, Georgios; Veiga-Branco, Augusta (Ed.); Cassar, Maria; Zammit, Marvin; Bugeja, Roderick; Pereira, Rui; Rusi, Silvi; Cainé, JoãoWelcome to an intellectual and emotional journey! This preface introduces a manual dedicated to Serious Games and Virtual Reality, focusing on the development of emotional competence. Our journey begins with the recognition of the exceptional efforts and unwavering dedication of those who made this endeavor possible. It is a testament to the power of collaboration and commitment, thanks to esteemed partners like the Polytechnic University of Bragança, the University of León, the University of Genoa, the University of Malta, and the Ştefan cel Mare University of Suceava. The roots of this journey trace back to 2018 at the University of Minho when visionary professors from the School of Nursing identified a gap in nursing education—while technical proficiency was emphasized, emotional intelligence was often overlooked. Thus, they conceived the idea of incorporating emotional competence into the education of future health professionals, aligning it with the demands of our digital age. As this vision gained momentum, it became evident that the challenge extended beyond their institution. Teaching emotions to students was indeed a complex task, prompting them to seek innovative approaches to nurture these essential skills.
- Virtual escapes: a pedagogical strategy for developing emotional competence in nursing studentsPublication . Gomes, Lisa; Cassar, Maria; Bugeja, Roderick; Oliveira, Inês; Cainé, João; Pereira, Rui; Chircop, Daren; Veiga-Branco, AugustaEmotional competence, the ability to manage interpersonal relationships through understanding one's and others' emotions, encompasses two dimensions: cognitive and behavioral. In nursing practice, the combination of these dimensions allows for better performance in highly complex clinical situations. Nursing education does not always emphasize these competences. This pilot study explored the potential of an escape room, a Serious Games (SGs) prototype with virtual reality (VR), as a pedagogical strategy for eliciting emotions in a safe learning environment. Participants' immersion in the game provided an opportunity to identify, manage, and process emotions. Data were gathered by a questionnaire and by observation of performance. The findings revealed that participants felt various emotions (n = 51) while playing the game. The least frequent reported emotions were hope, shame, and contempt. Admiration, pride, satisfaction, and fear were the most frequently reported emotions. These findings suggest that using a SGs prototype with VR as a pedagogical tool holds significant potential in emotion elicitation in a safe learning environment, implying its value as a construct of emotional competence. Further research to verify educational value is recommended.