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● The benefits of AI in healthcare will only be realised if we consider the whole clinical context and the AI’s role in it. ● The current, standard model of AI-supported decision-making in healthcare risks reducing the clinician’s role to a mere ‘sense check’ on the AI, whilst at the same time leaving them to be held legally accountable for decisions made using AI. ● This model means that clinicians risk becoming “liability sinks”, unfairly absorbing liability for the consequences of an AI’s recommendation without having sufficient understanding or practical control over how those recommendations were reached. ● It also means that clinicians are less able to do what they are best at, specifically exercising sensitivity to patient preferences in a shared clinician-patient decision-making process. ● There are alternatives to this model that can have a more positive impact on clinicians and patients alike.

This article aims to provide an account of the use of reflexive photography in capturing player creativity in practice and present a guide to how game design can support player creativity. While previous literature has examined some aspects of player creativity in digital games, there remains a dearth of work, which examines how design elements of games contribute to creative behavior. Using a reflexive photography method with photo-elicitation interviews, this study identifies eight design affordances for player creativity in digital games and outlines the effectiveness of the reflexive photography method within the context of digital games. The identified design affordances related to the degree of flexibility of the game structure (e.g., open versus linear), narrative exploration, extent and diversity of game variables, opportunities for content creation, environmental interaction and exploration, avatar customization, progression, and replayability. Implications for the design of games that support creativity are discussed.

Creativity has been widely studied across various disciplines such as psychology and education from a variety of perspectives and has been argued to provide a range of different benefits such as the development of transferable skills. However, not much is known about how creativity is conceptualized within digital entertainment games from the perspective of the player. In addition to providing a scoping review of the field, this study aims to address current gaps in the literature by answering the research question: how do players conceptualize creativity within digital entertainment games? Data from 24 semi-structured interviews and 14 narrative surveys with regular players of various genres of digital games were analyzed using qualitative methodology. Thematic analysis was performed, resulting in three main categories of conceptualizations: ways of thinking, constructing in games, and games as an art form. By providing an insight into how players view creativity in digital games, this article aims to illuminate this understudied facet of player experience and pave the way for future studies seeking to explore how digital games may promote creativity in those who play them.

Digital games are an engaging medium that have previously been used for communicating research to a variety of audiences. However, there is an opportunity for engaging people more deeply by involving them in creating games. This article reports on a game design competition, based on participatory design principles and game jam practices, which challenged university students to design games within the context of a research project. Based on their interpretations of research on human error in health care, teams created four games to be disseminated online to a wider public audience. We outline the competition format and reflect on the extent to which it was successful.

Background: Lesbian, gay, bisexual, and transgender (LGBT) youth and other young people diverse in terms of their sexuality and gender (LGBT+) are at an elevated risk of mental health problems such as depression. Factors such as isolation and stigma mean that accessing mental health services can be particularly challenging for LGBT+ young people, and previous studies have highlighted that many prefer to access psychological support on the Web. Research from New Zealand has demonstrated promising effectiveness and acceptability for an LGBT+ focused, serious game–based, computerized cognitive behavioral therapy program, Rainbow Smart, Positive, Active, Realistic, X-factor thoughts (SPARX). However, there has been limited research conducted in the area of electronic therapy (e-therapy) for LGBT+ people.\ud \ud Objective: This study aimed to explore how and why LGBT+ young people use the internet to support their mental health. This study also sought to explore LGBT+ young people’s and professionals’ views about e-therapies, drawing on the example of Rainbow SPARX.\ud \ud Methods: A total of 3 focus groups and 5 semistructured interviews were conducted with 21 LGBT+ young people (aged 15-22 years) and 6 professionals (4 health and social care practitioners and 2 National Health Service commissioners) in England and Wales. A general inductive approach was used to analyze data.\ud \ud Results: LGBT+ youth participants considered that the use of the internet was ubiquitous, and it was valuable for support and information. However, they also thought that internet use could be problematic, and they highlighted certain internet safety and personal security considerations. They drew on a range of gaming experiences and expectations to inform their feedback about\ud Rainbow SPARX. Their responses focused on the need for this e-therapy program to be updated and refined. LGBT+ young people experienced challenges related to stigma and mistreatment, and they suggested that strategies addressing their common challenges should be included in e-therapy content. Professional study participants also emphasized the need to update and refine Rainbow SPARX. Moreover, professionals highlighted some of the issues associated with e-therapies needing to demonstrate effectiveness and challenges associated with health service commissioning processes.\ud \ud Conclusions: LGBT+ young people use the internet to obtain support and access information, including information related to their mental health. They are interested in LGBT-specific e-therapies; however, these must be in a contemporary format, engaging, and adequately acknowledge the experiences of LGBT+ young people.

IntroductionIntravenous medication administration has traditionally been regarded as error prone, with high potential for harm. A recent US multisite study revealed few potentially harmful errors despite a high overall error rate. However, there is limited evidence about infusion practices in England and how they relate to prevalence and types of error.ObjectivesTo determine the prevalence, types and severity of errors and discrepancies in infusion administration in English hospitals, and to explore sources of variation, including the contribution of smart pumps.MethodsWe conducted an observational point prevalence study of intravenous infusions in 16 National Health Service hospital trusts. Observers compared each infusion against the medication order and local policy. Deviations were classified as errors or discrepancies based on their potential for patient harm. Contextual issues and reasons for deviations were explored qualitatively during observer debriefs.ResultsData were collected from 1326 patients and 2008 infusions. Errors were observed in 231 infusions (11.5%, 95% CI 10.2% to 13.0%). Discrepancies were observed in 1065 infusions (53.0%, 95% CI 50.8% to 55.2%). Twenty-three errors (1.1% of all infusions) were considered potentially harmful; none were judged likely to prolong hospital stay or result in long-term harm. Types and prevalence of errors and discrepancies varied widely among trusts, as did local policies. Deviations from medication orders and local policies were sometimes made for efficiency or patient need. Smart pumps, as currently implemented, had little effect, with similar error rates observed in infusions delivered with and without a smart pump (10.3% vs 10.8%, p=0.8).ConclusionErrors and discrepancies are relatively common in everyday infusion administrations but most have low potential for patient harm. Better understanding of performance variability to strategically manage risk may be a more helpful tactic than striving to eliminate all deviations.

BACKGROUND Lesbian, gay, bisexual, and transgender (LGBT) youth and other young people diverse in terms of their sexuality and gender (LGBT+) are at an elevated risk of mental health problems such as depression. Factors such as isolation and stigma mean that accessing mental health services can be particularly challenging for LGBT+ young people, and previous studies have highlighted that many prefer to access psychological support on the Web. Research from New Zealand has demonstrated promising effectiveness and acceptability for an LGBT+ focused, serious game–based, computerized cognitive behavioral therapy program, Rainbow Smart, Positive, Active, Realistic, X-factor thoughts (SPARX). However, there has been limited research conducted in the area of electronic therapy (e-therapy) for LGBT+ people. OBJECTIVE This study aimed to explore how and why LGBT+ young people use the internet to support their mental health. This study also sought to explore LGBT+ young people’s and professionals’ views about e-therapies, drawing on the example of Rainbow SPARX. METHODS A total of 3 focus groups and 5 semistructured interviews were conducted with 21 LGBT+ young people (aged 15-22 years) and 6 professionals (4 health and social care practitioners and 2 National Health Service commissioners) in England and Wales. A general inductive approach was used to analyze data. RESULTS LGBT+ youth participants considered that the use of the internet was ubiquitous, and it was valuable for support and information. However, they also thought that internet use could be problematic, and they highlighted certain internet safety and personal security considerations. They drew on a range of gaming experiences and expectations to inform their feedback about Rainbow SPARX. Their responses focused on the need for this e-therapy program to be updated and refined. LGBT+ young people experienced challenges related to stigma and mistreatment, and they suggested that strategies addressing their common challenges should be included in e-therapy content. Professional study participants also emphasized the need to update and refine Rainbow SPARX. Moreover, professionals highlighted some of the issues associated with e-therapies needing to demonstrate effectiveness and challenges associated with health service commissioning processes. CONCLUSIONS LGBT+ young people use the internet to obtain support and access information, including information related to their mental health. They are interested in LGBT-specific e-therapies; however, these must be in a contemporary format, engaging, and adequately acknowledge the experiences of LGBT+ young people.

Aim. This article presents a model of how gaming involvement and informal learning come together in practice.\ud \ud Method. Based on a series of interviews, case studies, and a wider survey, the Gaming Involvement and Informal Learning (GIIL) framework indicates how involvement with a variety of gaming practices can lead to a range of different learning experiences.\ud \ud Results. The framework is able to account for both how and what people learn from gaming while also highlighting the influence of player identity. Further, the iterative relationship between identity, involvement, and learning is emphasized: The more strongly someone identifies themselves as a gamer, the greater their micro- and macro-level involvement and the more likely they are to learn from their gaming experiences.\ud \ud Conclusion. The implications of the findings are discussed with regard to informal and formal learning.

This paper discusses the nature and limits of player embodiment within digital games. We identify a convergence between everyday bodily actions and activity within digital environments, and a trend towards incorporating natural forms of movement into gaming worlds through mimetic control devices. We examine recent literature in the area of immersion and presence in digital gaming; Calleja?s (2011) recent Player Involvement Model of gaming is discussed and found to rely on a probematic notion of embodiment as 'incorporation'. We go on to further reflect on the nature of player involvement in digital gaming environments by applying insights from Maurice Merleau-Ponty's Phenomenology of Perception. It is argued that digital embodiment differs so significantly from primordial embodiment that any idea of total immersion is simply fantasy. We subsequently argue that digital game media nonetheless provide us with unique opportunities for exploring the nature of distinctively human forms of embodiment, and so we need more complete and more reliable phenomenological descriptions of the experiences associated with computer games.

People play games for the experience, and one of the aims of player experience research is to understand what constitutes and contributes to positive gaming experiences. Emotionally challenging and uncomfortable game play experiences have been largely neglected, as they are seemingly at odds with the field's focus on fun and positive affect. We argue that the positively-biased perspective on desirable emotions in games misses out on opportunities that the interplay between positive and negative emotions offers. A previous workshop at CHI PLAY 2015 covered this missed opportunity by focusing on the false dichotomy between positive and negative affect, and identified a number of factors, both personal and contextual, which determine when players will value emotional game experiences that go beyond the purely positive. The present workshop is a continuation of this effort, putting the spotlight on the complexity of emotional experience and how it evolves throughout game play. Crucially, a central aspect of this workshop is to get participants thinking more about the design and evaluation of these types of experiences, by allowing hands-on game design exercise for the examined emotional experiences.