Article

A comparison of teaching methods: Interactive lecture versus game playing

Taylor & Francis
Medical Teacher
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Abstract

We compared an interactive lecture with a game based on charades as a means of teaching child development to fifth year medical students. Students were randomised to either intervention and the data analyst was blinded to which method of teaching the students had received. Performance of the students was assessed after the teaching with a multiple choice questionnaire. Long term performance was assessed by comparing the students' OSCE scores in the child development station. The students that received an interactive lecture performed significantly better in the MCQ than those who were taught using the game. Neither group had any difference in long term performance in this subject following the interventions.

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... For skill set 2 (up to 27 points), grades increased by 68% (8 [5][6][7][8][9][10] before versus 12 [11][12][13][14][15] after the course, P < 0.01). ...
... Unlike several studies comparing different teaching modalities and memorization tools to classical lectures [14][15][16][17][18], our study shows a significant improvement in student's skills. While several researchers have investigated innovative tools to improve memorization, none of them showed real efficiency on theoretical aspects. ...
... While several researchers have investigated innovative tools to improve memorization, none of them showed real efficiency on theoretical aspects. Learning with games [14,15], in small groups [16], with electronic votes [17] or with e-learning support [18] did not prove beneficial for short-term memorization. ...
Article
Background: Medical competence requires the acquisition of theoretical knowledge and technical skills. Severe trauma management teaching is poorly developed during internship. Nevertheless, the basics of major trauma management should be acquired by every future physician. For this reason, the major trauma course (MTC), an educational course in major traumatology, has been developed for medical students. Our objective was to evaluate, via a high fidelity medical simulator, the impact of the MTC on medical student skills concerning major trauma management. Methods: The MTC contains 3 teaching modalities: posters with associated audio-guides, a procedural workshop on airway management and a teaching session using a medical simulator. Skills evaluation was performed 1 month before (step 1) and 1 month after (step 3) the MTC (step 2). Nineteen students were individually evaluated on 2 different major trauma scenarios. The primary endpoint was the difference between steps 1 and 3, in a combined score evaluating: admission, equipment, monitoring and safety (skill set 1) and systematic clinical examinations (skill set 2). Results: After the course, the combined primary outcome score improved by 47% (P<0.01). Scenario choice or the order of use had no significant influence on the skill set evaluations. Conclusion: This study shows improvement in student skills for major trauma management, which we attribute mainly to the major trauma course developed in our institution.
... In terms of intervention, no two included studies assessed the same game. The types of games assessed by the five included studies were: TV show type of games (n ¼ 1) (O'Leary et al. 2005), board games (n ¼ 2) (Udin & Kuster 1985;Siqueira et al. 1992), interactive computer games (n ¼ 1) (Boreham et al. 1989), and charade type of game (n ¼ 1) (Selby et al. 2007). One study covered a basic science topic: biochemical pathways (Siqueira et al. 1992). ...
... One study covered a basic science topic: biochemical pathways (Siqueira et al. 1992). Four studies covered clinical science topics: sensitization toward handicapped dental patient (Udin & Kuster 1985), drug-dose management (Boreham et al. 1989), ectopic pregnancy Educational games for medical student education (O'Leary et al. 2005), and child development (Selby et al. 2007). Two games were case based (Udin & Kuster 1985;Boreham et al. 1989). ...
... Two games were case based (Udin & Kuster 1985;Boreham et al. 1989). The types of outcomes assessed included satisfaction (n ¼ 1) (O'Leary et al. 2005), knowledge (n ¼ 4) (Boreham et al. 1989;Siqueira et al. 1992;O'Leary et al. 2005;Selby et al. 2007), skills (n ¼ 1) (Selby et al. 2007), and attitude (n ¼ 1) (Udin & Kuster 1985). None of the studies assessed behavior. ...
Article
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An educational game is 'an instructional method requiring the learner to participate in a competitive activity with preset rules.' A number of studies have suggested beneficial effects of educational games in medical education. The objective of this study was to systematically review the effect of educational games on medical students' satisfaction, knowledge, skills, attitude, and behavior. We used the best evidence medical education (BEME) collaboration methods for conducting systematic reviews. We included randomized controlled trials (RCT), controlled clinical trials, and interrupted time series. Study participants were medical students. Interventions of interest were educational games. The title and abstract screening of the 1019 unique citations identified 26 as potentially eligible for this article. The full text screening identified five eligible papers, all reporting RCTs with low-to-moderate methodological quality. Findings in three of the five RCTs suggested but did not confirm a positive effect of the games on medical students' knowledge. The available evidence to date neither confirm nor refute the utility of educational games as an effective teaching strategy for medical students. There is a need for additional and better-designed studies to assess the effectiveness of these games and this article will inform this research.
... Educational games are an interactive approach to boosting active learning and motivation, and encouraging teamwork [30]. Games have an important role in realizing active learning since they include both interactive and distinctive elements [33]. They not only make learning more entertaining but also encourage 2020 The Effect of Using Educational Games in Teaching Kingdoms of Living Things students' in-class participation and foster their attitudes towards learning [18]. ...
... They not only make learning more entertaining but also encourage 2020 The Effect of Using Educational Games in Teaching Kingdoms of Living Things students' in-class participation and foster their attitudes towards learning [18]. Moreover, students who are motivated and included in the teaching method can have a more successful learning outcome, yielding a permanent body of knowledge which can later be recalled [33]. Educators can use games for various purposes such as reinforcing a previously learned topic, teaching new concepts, and motivating students to participate [Kirk as cited in 26]. ...
Article
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This study aims to investigate the effects of using scientific educational games in teaching Kingdoms of Living Things on students’ academic achievement and retention of knowledge. The study also assessed students’ perceptions of these educational games. 68 ninth grade students constitute the study group of this research. In the school in which the instruction was carried out two ninth grade classes were randomly assigned as experimental group and control group. The implementation of the study lasted seven weeks as three lesson hours per week. The same method of lecturing was carried out in the experimental and control groups. Review of the topics was made by researcher through the question-answer method and giving the activities in the textbook as homework in the control group. In the experimental group, educational games were used to review, reinforce and assess the topics. At the end of the study the score of posttest and the retention test implemented six month after showed a significant difference in favor of experimental group. The results put forth that educational games enhance students’ achievement and are an effective tool in providing the retention of new knowledge. Within the scope of the study, the experimental group students’ views on the use of educational games were obtained at the end of implementation, which were generally positive. The students found the games informative, entertaining and reinforcing their learning, and stated that they are effective in enabling the retention of new knowledge, promoting collaboration with their peers, and increasing their interest and motivation for learning.
... "Game-based learning," as it is called, is an instructional methodology where in the learner participate in a competitive game with preset rules [6,7]. It has been proven to have better attitude, team spirit, and retention rates than traditional didactic methods. ...
... 4. Guided inquiry based linked to creativity. 5. Predetermined learning objectives are identified by students in open inquiry. 6. We follow open inquiry based in RAKMHSU. ...
... We have identified a single published study that meets all of the above criteria. Selby and colleagues [19] conducted a RCT comparing an interactive lecture with a game based on charades as a means of teaching child development to 100 fifth year medical students. Post-intervention knowledge level was assessed by means of a quiz immediately following the intervention. ...
... O'Leary et al., for example, reported that students participating in the game rated it higher in stimulating faculty/student interaction, helping them to retain information, and enjoyment (p < 0.001) [21]. Because Selby, et al. [19] did not investigate student opinions and attitudes, we are not aware of a RCT other than ours which directly compares game play with interactive lecture in the education of healthcare professionals. Interactive lectures share many of the purported advantages of educational games, including fostering an active learning environment, improving engagement, and increasing comprehension and retention of material [15]. ...
Article
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Purpose: To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Methods: Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. Results: There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Conclusions: Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.
... As educators are increasingly being challenged to diversify their teaching repertoires beyond traditional didactics, one form that is gaining momentum is the use of educational games (Bochennek et al. 2007;Selby et al. 2007;Akl et al. 2010Akl et al. , 2013). An educational game is an instructional method requiring the learner to participate in a competitive activity with preset rules (Fitzgerald 1997). ...
... As these action-oriented games are fun and likely less stressful, it is imperative to resist the temptation to allow the learners to just play them; facilitators must raise the bar of the educational experience from being just a mere game. For example, Selby et al. (2007) showed that when medical students were randomized to either learning developmental milestones via an interactive lecture or by playing a charades game, those playing the game actually scored worse on a shortterm recall examination. It is worth noting that the authors only describe the learners merely playing the game without a discussion or group teaching afterwards. ...
Article
Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.
... Such comprehensive knowledge of diabetes is essential for accurate diagnosis and effective management, as inadequately educated students may struggle to provide optimal care, potentially resulting in complications and adverse health outcomes [16,34]. Traditional educational methods, including didactic lectures, textbook readings, and clinical case studies, provide foundational knowledge but often lack interactive elements that can enhance engagement and retention [31][32][33][34]. ...
Article
Full-text available
The increasing prevalence of diabetes mellitus worldwide necessitates that medical undergraduates acquire a deep understanding of the disease to ensure accurate diagnosis and effective management. Traditional teaching methods, while foundational, often lack the interactive elements that enhance student engagement and knowledge retention. This study aimed to evaluate the effectiveness of a novel educational board game, “Diabe-teach,” in enhancing knowledge retention among medical students compared with conventional self-study methods. A randomized controlled design involving 56 preclinical medical students at Dubai Medical College for Girls was used. The participants were randomly assigned to either the game-based learning group or the control group, with both groups receiving identical instructional materials on diabetes. Knowledge retention was assessed via pre- and post-test scores, whereas student engagement and perceptions were measured via a feedback survey. The results indicated that while both groups showed significant improvement in post-test scores (p < .001), the game-based group demonstrated a notably greater frequency of correct responses and a greater tendency to recognize knowledge gaps, as evidenced by the increased “I do not know” responses compared with incorrect guesses in the control group. Feedback from the game-based learning group highlighted enhanced confidence, improved communication skills, and a preference for the gamified approach over traditional methods. The findings suggest that the “Diabe-teach” board game is an effective tool for teaching complex medical concepts, fostering both knowledge retention and critical self-assessment among students. These results contribute to the growing body of literature on game-based learning, supporting its potential as a valuable adjunct to traditional medical education methods. Further research could explore the application of this approach across other medical disciplines.
... The comparable pretest scores between the board game-based learning group and the self-study group, with no signi cant difference (p =0. 27 Bayeck, 2020) on board games emphasize the versatility and potential bene ts of game-based learning approaches in enhancing knowledge retention and application in medical education. Given that the "Diabe-teach" model is exible and easy to apply, we anticipate its use across various disciplines. ...
Preprint
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The increasing prevalence of diabetes mellitus worldwide necessitates that medical undergraduates acquire a deep understanding of the disease to ensure accurate diagnosis and effective management. Traditional teaching methods, while foundational, often lack the interactive elements that enhance student engagement and knowledge retention. This study aimed to evaluate the effectiveness of a novel educational board game, "Diabe-teach," in enhancing knowledge retention among medical students compared with conventional self-study methods. A randomized controlled design involving 56 preclinical medical students at Dubai Medical College for Girls was used. The participants were randomly assigned to either the game-based learning group or the control group, with both groups receiving identical instructional materials on diabetes. Knowledge retention was assessed via pre- and post-test scores, whereas student engagement and perceptions were measured via a feedback survey. The results indicated that while both groups showed significant improvement in post-test scores (p < .001), the game-based group demonstrated a notably greater frequency of correct responses and a greater tendency to recognize knowledge gaps, as evidenced by the increased "I do not know" responses compared with incorrect guesses in the control group. Feedback from the game-based learning group highlighted enhanced confidence, improved communication skills, and a preference for the gamified approach over traditional methods. The findings suggest that the "Diabe-teach" board game is an effective tool for teaching complex medical concepts, fostering both knowledge retention and critical self-assessment among students. These results contribute to the growing body of literature on game-based learning, supporting its potential as a valuable adjunct to traditional medical education methods. Further research could explore the application of this approach across other medical disciplines.
... Los juegos de mesa f ísicos (análogos), presentan ventajas respecto a los digitales ya que permiten reunir a los jugadores, lo que genera condiciones favorables para la socialización (Fang et al., 2016). Los juegos de mesa se consideran una herramienta efectiva para apoyar los esfuerzos educativos tradicionales (Lujan y DiCarlo, 2006;Patel, 2008;Selby et al., 2007) y pueden contribuir al aprendizaje disciplinario y de habilidades básicas y transversales. De hecho, jugadores expertos y aquellos entrenados muestran mejoras en el aspecto cognitivo (Bartolucci et al., 2019), en la creatividad (Silveira, 2020) y en el desarrollo de funciones ejecutivas entre otros (Józsa et al., 2017). ...
Article
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La motivación se encuentra relacionada directamente con el éxito académico. Sin embargo, durante la adolescencia los niveles de motivación se ven disminuidos debido a las reestructuraciones propias del neurodesarrollo. Resulta clave la búsqueda de herramientas que ayuden a contrarrestar los efectos negativos que este periodo de la adolescencia puede provocar a corto y largo plazo en lo académico. Por lo tanto, el objetivo de esta revisión sistemática fue conocer el efecto de la implementación de juegos de mesa en adolescentes como inductor de la motivación en el aprendizaje. Esto se realizó mediante el análisis de investigaciones recientes entre los años 2019 y 2023 en las bases de datos Science Direct, Web of Science, SAGE, ERIC y Google Scholar. A través de esta revisión, se determinó el impacto en el aprendizaje de las implementaciones, estableciendo el efecto motivacional en los adolescentes e identificando las habilidades potenciadas por los juegos de mesa, así como la participación del flow state durante la experiencia. Los hallazgos indican que la implementación de juegos de mesa en adolescentes, aumenta los niveles de motivación de los adolescentes, mejora el aprendizaje conceptual y potencia habilidades de nivel superior. Estos resultados proponen a los juegos de mesa como herramientas complementarias para motivar a los estudiantes en el contexto académico y con ello, mejorar sus aprendizajes y potenciar sus habilidades.
... In contrast, a study by Trevino et al. [64] and Lee et al. [65] reported that educational games had a similar impact on the knowledge level as attending an engaging, didactic lecture. Moreover, a study by Selby et al. [66] reported that the interactive lecture group had better knowledge than the game group, and this was interpreted as during game playing, the students have other distractions, whereas lectures forced students to focus on facts. However, those three studies used game-based learning, not gamified FC learning. ...
Article
Abstract Background: Flipped learning excessively boosts the conceptual understanding of students through the reversed arrangement of pre-learning and in classroom learning events and challenges students to independently achieve learning objectives. Using a gamification method in flipped classrooms can help students stay motivated and achieve their goals. Methods: This study adopted a randomized controlled study design with a pre-test and post-test and involved 128 nursing students at Mansoura University. This study randomly divided the students into the study and control groups. Data were collected at three time points using six tools. In the intervention group, Moodle was gamified for 6 weeks. Results: A significant difference in the students’ self-confidence (p = 0.021), skills knowledge (p < 0.001), intensity of preparation (p < 0.001), and motivation (p < 0.001) was observed between the two groups; however, no difference in the students’ skills performance (p = 0.163) was observed between the two groups after using gamified flipped classrooms. Conclusions: Compared with the traditional flipped classrooms, gamified flipped classrooms improved nursing students’ motivation, intensity of preparation, skills knowledge, and self-confidence during laboratory clinical practice. Thus, gamification is a learning approach that can be implemented in conjunction with the flipped classroom model to motivate students to participate in the learning process. Trial registration. Prospectively registered with ClinicalTrials.gov on 26/04/2021; registration number NCT04859192. Keywords: Gamification, Flipped classroom, Nursing students, Skills competency, Self-confidence, Learning motivation
... The students in the present study also cited deeper learning based on educational objectives in this research. The professors also emphasized that this method has a positive effect of alteration of learning and performance of students 29,31,39,44,45 . ...
... Eğitsel oyunlar dersin başında ve sonunda kullanılabilir. Oyunların hem etkileşimli hem de ayırt edici unsurları içerdiği için aktif öğrenmenin gerçekleştirilmesinde önemli bir rolü vardır (Lujan ve Di Carlo, 2006;Odenweller, Hsu, ve DiCarlo, 1998;Selby, Walker, ve Diwakar, 2007). Oyunlar eğlenceli ve aynı zamanda zorlu oldukları için son derece motive edicidir. ...
Thesis
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Bu araştırmanın genel amacı, ilkokul matematik derslerinde kullanılan öğrenci merkezli strateji, yöntem ve tekniklerin matematik dersindeki akademik başarıya etkisini konu edinen deneysel çalışmaları sentezlemektir. Senteze birincil araştırmaların dâhil edilmesine ilişkin belirli ölçütler kullanılmıştır. Tarama sonucunda 63 çalışma araştırmaya dâhil edilmiştir. Toplam örneklem büyüklüğü 4835‘dir. Araştırmada kodlama protokülünün güvenirliği “kodlayıcılar-arası güvenirlik” hesaplanarak iki aşamada sağlanmıştır. Güvenirlik (AR) 0.88 olarak hesaplanmıştır ve yeterli görülmüştür (AR>.80). Araştırmanın geçerliği; yayın yanlılığı ve birincil çalışmalardaki kalite değerlendirmesi, dil yanlılığı, zaman gecikmesi yanlılığı ve veritabanı yanlılığı ile sağlanmıştır. Yanlılığa rastlanmamıştır. Çalışmanın sistematik derleme bölümünde veriler betimsel analize tabi tutulmuştur. Meta-analiz sonuçları, öğrenci merkezli strateji yöntem veya tekniklerin geleneksel öğretim yöntemlerinden daha etkili olduğunu göstermektedir. 63 çalışmadan ortaya çıkan 66 etki büyüklüğü rastgele etki modeli altında analiz edildiğinde, etki büyüklüğü 0.787 olarak hesaplanmıştır. Ulaşılan genel etki değeri çeşitli sınıflandırmalara göre geniş ve orta düzeyde etkiyi göstermektedir. Moderatör değişkenler analizlerinde uygulama yaklaşımı moderatörü dışındaki uygulama süresi, yayın türü, veritabanı, sınıf düzeyi, kullanılan ölçek, okula başlama yaşı, ülke, örneklem sayısı moderatörleri için anlamlı farklılık bulunmamıştır.
... In contrast, a study by Trevino et al. [64] and Lee et al. [65] reported that educational games had a similar impact on the knowledge level as attending an engaging, didactic lecture. Moreover, a study by Selby et al. [66] reported that the interactive lecture group had better knowledge than the game group, and this was interpreted as during game playing, the students have other distractions, whereas lectures forced students to focus on facts. However, those three studies used game-based learning, not gamified FC learning. ...
Article
Full-text available
Background Flipped learning excessively boosts the conceptual understanding of students through the reversed arrangement of pre-learning and in classroom learning events and challenges students to independently achieve learning objectives. Using a gamification method in flipped classrooms can help students stay motivated and achieve their goals. Methods This study adopted a randomized controlled study design with a pre-test and post-test and involved 128 nursing students at Mansoura University. This study randomly divided the students into the study and control groups. Data were collected at three time points using six tools . In the intervention group, Moodle was gamified for 6 weeks. Results A significant difference in the students’ self-confidence ( p = 0.021), skills knowledge ( p < 0.001), intensity of preparation ( p < 0.001), and motivation ( p < 0.001) was observed between the two groups; however, no difference in the students’ skills performance ( p = 0.163) was observed between the two groups after using gamified flipped classrooms. Conclusions Compared with the traditional flipped classrooms, gamified flipped classrooms improved nursing students’ motivation, intensity of preparation, skills knowledge, and self-confidence during laboratory clinical practice. Thus, gamification is a learning approach that can be implemented in conjunction with the flipped classroom model to motivate students to participate in the learning process. Trial registration. Prospectively registered with ClinicalTrials.gov on 26/04/2021; registration number NCT04859192.
... There are many studies comparing different types of active learning (Adamson, Chen, Kackley, & Micheal, 2017;Karbownik et al., 2016;Selby, Walker, & Diwakar, 2007;Sipiyaruk & Khan, 2014;Trevino et al., 2016), but to our knowledge there have not been any experiments that attempt to compare the effectiveness of role-play and CBL (Case-Based-Learning). ...
Conference Paper
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There is a desire to develop new and more effective learning formats. New learning formats are typically derived from the idea that participation and engagement among students in the learning situation generally leads to greater academic achievement. In this study, we empirically compare learning outcomes from two different formats, namely case-based learning and role-play-based learning. The empirical results suggest that the knowledge gain is generally lower and more uncertain among students' attending the role-play-based learning session as compared to students attending the case-based learning session. A brief survey of students' attitudes towards the two learning activities reveals that students generally perceive the role-play learning format as more "fun".
... Despite a slight decrease, the medium effect size found in MWT2 demonstrates that the use of in-class digital gaming regularly facilitated the acquisition of medical terminology. These findings, taken together, indicated that in-class digital gaming (Cowen, 2002;O'Leary, 2005;Selby, 2007;Kanthan, 2011). Müller described a digital game used to help nursing students with confusing medical terminology (Müller, 2013). ...
Article
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Objective: Knowledge of medical terminology is crucial for pharmacy students since they will be working as frontline healthcare professionals. Today’s younger generation enjoys using digital tools for self-study purposes. This study aimed to investigate the impact of in-class digital game-based activities on pharmacy students’ medical terminology learning performance and explore their perceptions. Method: The experiment was conducted with two classes of second-year pharmacy students over a period of 15 weeks in an English for Professional Purposes course. Data were collected using two medical word tests and a post-treatment perception questionnaire. Results: Students who learned the medical words through in-class digital gaming gained more words. This group of students also found the digital tool to be more effective and easier to use. Conclusion: In-class digital gaming is a more beneficial approach to teaching medical terminology. Integrating digital games into teaching practices would improve the acquisition and retention of medical terms among pharmacy students.
... Sci-Math Board Game can be used by teachers to teach learning competencies and introduce new concepts [6]. Furthermore, Sci-Math board game help learners to build friendships, strong parent-child relationships social skills and development [7,[8][9][10][11][12]. ...
Article
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This study aimed to see how effective the Sci-Math Board Game is, at improving elementary learners’ academic performance in Science and Mathematics. Twenty Grade VI pupils from Tuyangan Elementary School in Tuyangan, Kabugao, Apayao participated. At the start of the academic year 2021-2022, the researcher used quasi-experimental research to conduct this study. The researcher employed quasi-experimental research to conduct this study at the start of the school year 2021-2022. The results showed that utilizing the Sci-Math Board Game in teaching and learning processes is successful, especially when teaching science and math. While playing board games, players can engage in computational thinking, teamwork, and creativity. Furthermore, there was a significant change in the participants' Science and Mathematics performance before and after using the Sci-Math Board Game as an instructional tool.
... However, with regard to educational games (little used by teachers and considered as making little contribution to student learning) the evidence is controversial. On one hand, our study agrees with the finding of Selby et al. (36) that showed better scores in multiple-choice tests of medical students who received interactive classes about children's development than those who received the content through games. By contrast, Neves et al. (37) reported that educational games about the membrane potential and the cardiac cycle were well accepted by nursing and physiotherapy students in the subject of human physiology, in addition to being perceived as useful tools for enhance learning. ...
Article
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The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profile of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses about the teaching-learning strategies used in physiology at different Brazilian universities, as well as the factors that influence or hinder the learning of this discipline. There were analyzed questionnaires from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, while the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. Besides, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as: large amount of information, little time for study outside the classroom, previous knowledge and intrinsic difficult of the discipline. Finally, students tend to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs and difficulties of students and teachers plays an essential role improving the teaching-learning process.
... In contrary Alfarah et al. (2010) reported that simulation games are not effective interventions for geriatric education (44) . In addition, some studies have reported that traditional lecture format was found to be more effective than simulation game (45)(46)(47) . ...
Article
Attitude of nursing students toward elderly tends to be negative. This attitude can be changed by increasing awareness of normal aging processes through simulated aging games. Objective: Determine the effect of simulated aging game versus traditional lecture on nursing students' knowledge and attitude towards elderly. Setting: This study was conducted in the Gerontological Nursing Department, Faculty of Nursing-Mansoura University. Subjects: A total number of 82 fourth year nursing students were included in the study. Tools: Three tools were used for data collection; Nursing Students' Socio-Demographic, and their Experience with Elderly Structured Interview Schedule, Kogan Attitudes towards Old People Scale (KAOP), and Nursing Students' Knowledge Related to Normal Physiological Changes Of Aging. Results: Significant differences in knowledge and attitude scores among students in the simulation group compared to those in the lecture group after the application of the simulation game. Conclusion: Simulation improves knowledge, and attitude of nursing students toward older adults than the traditional lecture. Recommendations: Simulation is an effective teaching method that enables students to improve their knowledge and attitude toward elderly.
... Guide the student on the objectives and learning goals to be achieved. Lectures force students to focus on facts and can improve short-term retention of knowledge [82] . ...
Article
Background: Teaching anatomy is an important but expensive part of the medical curriculum, potentially more than many countries can afford. In the search for efficient methods, cost-effectiveness is of utmost importance for such countries. The aim of this contribution is to provide a review of the literature on anatomy teaching methods, evaluating these for feasibility in resource-deprived countries. Methods: A literature review was carried out to identify distinct approaches to anatomy teaching published in the period 2000-2014, using the databases of PubMed, Wiley Online Library, Elsevier, HINARI, Springer, and ERIC. The approaches found were compared against their conceptual, operational, technical, and economic feasibility and Mayer's principles of effective instruction. Results: Our search yielded 432 papers that met the inclusion criteria. We identified 14 methods of teaching anatomy. Based on their conceptual feasibility, dissection and technology enhanced learning approaches appeared to have more benefits than others. Dissection has, besides benefits, many specific drawbacks. Lectures and peer teaching showed better technical and economic feasibility. Educational platforms, radiological imaging, and lectures showed the highest operational feasibility. Dissection and surgery were found to be less feasible with regard to operational, technical, and economic characteristics. Discussion: Based on our findings, the most important recommendations for anatomy teaching in seriously resource-deprived countries include a combination of complementary strategies in 3 different moments, lecturing at the beginning, using virtual learning environment (for self-study), and at the end, using demonstration through prosected specimens and radiological imaging. This provides reasonable insights in anatomy through both dead and living human bodies and their virtual representations.
... The application of digital games for medical education is on the rise (Graafland et al., 2012;Wang et al., 2016;Gorbanev et al., 2018). Educational games are gaining impact beyond traditional didactics in medical education (Bochennek et al., 2007;Selby et al., 2007;Akl et al., 2010Akl et al., , 2013. There is much experimental evidence that supports their beneficial effect on learning (Pitt et al., 2015;Pesare et al., 2016), specifically in fields such as surgery (Kerfoot and Kissane, 2014), internal medicine (Nevin et al., 2014), and radiology (Chen et al., 2017). ...
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Game‐based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition‐based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium‐term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third‐year medical students voluntarily participated in an online game based on self‐guided presentations and multiple‐choice tests over six 6‐day stages. Participants and non‐participants were invited to perform an evaluation questionnaire about the experience and a post‐exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10‐point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post‐exposure test than non‐participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game‐based learning within Second Life is an effective and well‐accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium‐term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non‐participants.
... Chidren can learn more effectively through active learning that they directly participate in their own learning (Odenweller, Hsu, & DiCarlo, 1998). When the educational board games are used, children can learn more actively (Selby, Walker, & Diwakar, 2007). Since these games motivate children, inspire them to learn, make learning fun and encourage teamwork, they are considered an effective, creative and interactive alternative to support the traditional teaching approaches (Lujan & DiCarlo, 2006;Patel, 2008). ...
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This study aimed to examine the influence of the ‘Board Game Based Cognitive Training Programme’ (BGBCTP) on the cognitive development of the second and third graders among primary school children. BGBCTP is based on educational board games for second and third graders and aims to help them develop cognitive skills. Mixed method was used and it was carried out within the framework of embedded design. A quasi-experimental pretest-posttest design was the quantitative data gathering method and a case study was the qualitative one. The participant group consisted of 120 children (60 in the experimental group, 60 in the control group). The interviews were conducted with twenty grade teachers who carried out the training programme in the experimental group. The General Information Form, The Thurstone Primary Mental Abilities Test 7-11 (PMA 7-11) and “Semi-structured Interview Form” were used to collect data. PMA 7-11 was used to statistically test the influence of BGBCTP on the development of second and third graders’ cognitive skills. BGBCTP was used by the researcher with the children in the experimental group in a ‘regular and controlled’ manner, for 12 weeks, 2 days in a week, 1 hour each day (a total of 24 hours), in addition to their daily activities in their regular environment. For quantitative data analysis, the dependent-samples t-test was carried out for in-group comparisons, whereas the independent-samples t-test was used for intergroup comparisons. For qualitative data analysis, a descriptive analysis approach was used. The quantitative research findings indicated that the BGBCTP has had a significantly positive effect on the cognitive developments of the children in the experimental group. Besides the qualitative research findings revealed that the BGBCTP has a positive effect on children’s linguistic, shape-space, reasoning, discrimination and numerical abilities. In conclusion, BGBCTP is an effective programme on the cognitive development of children. Keywords: Cognitive development, cognitive games, educational board games, cognitive training programme, primary school
... In reviewing the role of educational games on students, the results of the three studies showed that this learning method had no effect on the students' knowledge. The researcher suggests further studies with valid designs to confirm the results 25 . The results of this study is not in the same line with those of the present study and other pieces of evidence. ...
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Background: Using a variety of educational games is one of the most entertaining and effective teaching methods that can be used as one of the educational approaches in the current age. Aim: To design a program of action games in the form of two-dimensional tables in Psychological Illnesses course, which is effective in learning. Methods: In this study, the electronic game was designed in the form of crossword tables in Introduction to Mental Illnesses course and Mental Health course. In this style, which was done in the form of a product, at first, the subject matter and general areas of training were taught by the instructor. At aspecialized session after the completion of the course, the content of the course was designed electronically and in the form of an album, presented in the classroom, and then implemented as small groups in the classroom. This method was also used for other groups of public health, laboratory and medical students for the limited topics taught. The total number of students in the health department was 14, in the laboratory sciences there were 15, and in the medicine with limited topics 31. The method was evaluated in two quantitative and qualitative sections. In the qualitative section, open-ended structured questions were answered qualitatively. Students' experiences from the curriculum, their role in their learning, and positive and negative dimensions of the course were studied. In the quantitative section, a questionnaire with 5 domains and 31 questions was used and its effect on learning was analyzed. The results were analyzed by descriptive and qualitative indices for the extraction of the content. Results: The results were analyzed in two quantitative and qualitative sections. The quantitative results showed that the highest mean score for the item was the usefulness of the method, transparency and comprehensibility, ease of use, existence of a pure idea for learning, need for accuracy for the learning content, and fun for learning. Many items were also above average. The results of the qualitative analysis also indicated the effect of the method on students' learning and satisfaction. The final results of the research indicated that the use of training games in the form of crossword tables was effective on students' learning and satisfaction. It is necessary to consider the effective design of technology in education, the context of its design, and its effects on learning indicators in different groups.
... The students in the present study also cited deeper learning based on educational objectives in this research. The professors also emphasized that this method has a positive effect of alteration of learning and performance of students 29,31,39,44,45 . ...
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Background: Gamification is defined as the application of typical elements of game playing (rules of play, point scoring, and competition with others) to other areas of activity, specifically with the aim of engaging users in learning. The present study aimed at the designing, implementation, and evaluation of gamification in psychiatric course. Methods: This gamification was developed to design, develop and assess gamification in psychiatric course in 13 parts in the web and android based mobiles. Gamification was developed in 3 dimensions mechanisms, dynamics and components, in 3 phases including design, implementation and evaluation). This gamification was developed for the acquisition of learning goals in nursing and para medical students in mental illness (psychology or psychiatry) using Octaysis 8 core drivers. Gamification arranged in 3 categories included multiple choice, extended matching and case base learning. Evaluation was based on students (quantitative), interview from professors (qualitative) and IT engineers. Results: Data gathering was from interview and questionnaire with 8 items in 5 continuum in order to evaluate students' satisfaction (n=42), teacher evaluation (n=5), and technical evaluation from IT engineers (n-=10). The students reported this software as funny and interesting. Most of them reported the positive effect of gamification on learning (average mean score of items). The teachers also described the software as an efficient tool for achieving students' higher level of learning in psychiatry, funny and innovative method, also a new way to teach psychiatry. IT engineers positively reported the technical characteristics. Most of them reported the positive effect of gamification on learning (average mean score of items). Conclusion: Due to the efficacy of gamification in students' satisfaction and learning indicators, it is suggested that gamification should be used in the design and development of medical course as an innovative, interactive and exciting method.
... In contrary Alfarah et al. (2010) reported that simulation games are not effective interventions for geriatric education (44) . In addition, some studies have reported that traditional lecture format was found to be more effective than simulation game (45)(46)(47) . ...
... The ambiguity of the findings may also be attributed to a diversity of game formats and setups (Bochennek et al. 2007), as well as the purpose of use, either as a basic or supplemental learning tool. Some gaming strategies implemented to teach medical subjects were found to be superior than traditional methods (Khan et al. 2011;Boeker et al. 2013;Aljezawi and Albashtawy 2015), whereas others have been found to be similar (Shiroma, Massa and Alarcon 2011;Rondon, Sassi and Furquim de Andrade 2013) or even inferior (Selby, Walker and Diwakar 2007;Charlier and De Fraine 2013). ...
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Background: The effectiveness of an educational board game developed to teach the pharmacology of antimicrobial drugs to medical students was compared with the lecture-based seminar as a supplemental tool to improve short- and long-term knowledge retention and the perception of the learning method by students. Methods: A group of 124 students was randomised to board game and control groups. Short-term knowledge retention was assessed by comparing differences in post- and pre-tests scores, and long-term knowledge retention by comparing final examination scores. Results: Both didactic methods seem to improve short-term knowledge retention to similar extent. Long-term knowledge retention of board game seminar participants was higher than those who attended the lecture-based seminar (ANCOVA, p = 0.035). The effect was most pronounced within 14 days after the intervention (ANOVA, p = 0.007). The board game was well perceived by the students. Conclusions: The board game seems to be a promising didactic tool, however, it should be further tested to assess its full educational utility.
... Apart from challenging their peers, the purpose of introducing timers was to stimulate competitive learning. This was in line with several medical studies (Beylefeld and Struwig 2007;Meterissan, Liberman and McLeod 2007;Selby, Walker and Diwakar 2007) which found that the competitive element engendered by a gaming approach to learning elicited high levels of student engagement, and more successful learning outcomes in terms of recall and understanding. Similarly, Sorensen and Meyer (2007: 563) and Persky, Stegall-Zanation and Dupuis (2007) noted that in terms of the students' interest in competition, attention to detail, persistence and the will to win are important elements in the learning processes. ...
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Quality is a fundamental focus in the South African higher education context of low throughput rates. This focus is in terms of the deteriorating student results in Dental Technology, particularly in the subjects Tooth Morphology and Oral Anatomy. From a faculty perspective, the deterioration in student results has become an area of concern to the sustainability of the department. This prompted an investigation into the quality, content, delivery and assessment of the subjects. Through probing in workshops and lectures, and in pursuit of improving the quality of teaching-and-learning practices used in the classroom, the Dental Technology games were developed. It was perceived that games could provide an alternate teaching method, which was different to the norm, in an attempt to make the morphological and anatomical abstractions more tangible. Arguments for the importance of focusing on games as vehicles for change in education have generated an increasing volume of research. The general focus of these studies, however, is based largely on empirically documented work with little theorization about the pedagogy of games. The envisaged mixed method inquiries will help to examine discipline-specific games in order to understand their relations to conceptions of teaching and learning and if games induct students into the disciplinary culture of Dental Technology. It is anticipated that a framework to identify generic issues related to vocational learning, knowledge structures and epistemological access that academics need to consider in the design of games for pedagogy will eventually emerge from this study. The results of this study, specifically in view of the plea made by the minister (Nzimande, 2011) will be particularly significant in a context of desperate need for better graduation rates.
... In an effort to increase learner participation, knowledge retention and motivation, numerous educational games have been developed by educators for post-secondary basic and clinical sciences (Papastergiou, 2009;Rondon et al., 2013). Among this broad category of educational games, there exists Power-Point games (Ridley, 2004;Rajasekaran et al., 2008;Horsley, 2010), board games (Eckert et al., 2004;Girardi et al., 2006;Valente et al., 2009;Anyanwu, 2014;), card games (Ridley, 2004;Selby et al., 2007;Giddens, 2010), role playing games (McCarroll et al., 2009), simulation games (Holweg and Bicheno, 2002;Deshpande and Huang, 2011), and computer games (Kanthran and Senger, 2011). However, increasing class sizes and the movement toward online education has limited the application of some educational games in the classroom. ...
Article
Competition is a key element in many educational games and is often adopted by educators in an effort to motivate and excite their students. Yet, the use of academic competition in educational institutions remains the subject of much debate. Opponents argue that academic competition causes an increase in student anxiety and divides their attention. However, if the contexts of academic competition are defined, could the inclusion of a game-like competition in a university course be a viable and beneficial method of engaging students? Students (n = 67) were recruited from an undergraduate human anatomy course at Western University. Using a crossover design, students were exposed to a competitive tournament either at the time of their first term test or second term test. The anatomical knowledge of participating students was assessed prior to the start of the study using a baseline anatomy test. Following treatment with an online competitive anatomy tournament, student's term test grades and final course grades were analyzed. Both the second term test scores (F(2,64) = 3.743, P = 0.029) and overall course grades (F(2,64) = 3.356, P = 0.041) were found to be significantly different (P < 0.05) for individuals in the competitive group when compared to their non-competing peers. As suggested by the literature where organized competition in the classroom correlates to improved academic performance, this study uncovered significant results pertaining to increased academic performance resulting from participating in tournament-based competition. In light of these positive results, further exploration of the effects of academic competition on student performance across age brackets and disciplines is warranted. Anat Sci Educ. © 2014 American Association of Anatomists.
... Dans une étude plus ancienne, Selby et al. [7] n'avaient pas non plus prouvé un bénéfice mesurable à court terme pour l'apprentissage théorique des stades psychomoteurs de l'enfant par un jeu de rôle versus un cours classique. Mais une réévaluation des connaissances à long terme dégageait une tendance à la supériorité des performances du groupe test. ...
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Montrouge, le 11/06/2013 Raphaël Curti Vous trouverez ci-après le tirétiré`tiréà part de votre article au formatélectroniqueformat´formatélectronique (pdf) : Initiatives et tendances actuelles pour la formation des internes en psychiatrie paru dans L'Information psychiatrique, 2013, Volume 89, Numéro 5 John Libbey Eurotext Ce tirétiré`tiréà part numérique vous est délivré pour votre propre usage et ne peutêtrepeutêtre transmisàtransmis`transmisà des tiers qu'` a des fins de recherches personnelles ou scientifiques. En aucun cas, il ne doit faire l'objet d'une distribution ou d'une utilisation promotionnelle, commerciale ou publicitaire. Tous droits de reproduction, d'adaptation, de traduction et de diffusion réservés pour tous pays.
... Although the literature reports that the use of computer games increases the engagement and the motivation to learn [27], in some situations people still seem to be more comfortable with printed out texts. The reading activity gives students the possibility to pause, resume and cover the ideas presented [50]; during the computer game-playing the students may have other distractions [51] . In our study, during the computer gameplaying , the feedback was given immediately after each question (i.e. if answer was correct or not), in order to reinforce the content presented. ...
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Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students' prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students' performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students' short and long-term knowledge retention.
... However, alternative teaching methods and material that supplement the traditional lecture format may also serve as effective teaching methods, as reported by other researchers. 12,15,18,19 In addition, dental students should have the opportunity to practice and receive feedback from their supervisors or teachers in order to ensure graduates are competent in this area. There is a need to emphasize that all dental curricula should provide robust assessment and sufficient opportunities for cent. ...
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Most dental schools lack a module on prescription writing in pharmacology. This study assessed the prescription writing skills of a group of Malaysian dental students at the end of their undergraduate training program. A quantitative study of a two-group posttest experiment was designed, and thirty-seven fifth-year (final-year) dental students were divided into two groups (A [n=18] and B [n=19]). Group A received a didactic lecture on how to write a complete prescription, while Group B served as a control group. For prescription writing, three standardized dental scenarios with a diagnosis of irreversible pulpitis associated with a child and a pregnant woman and periapical pulpitis for an adult man were administered. Thus, a total of 111 prescriptions (Group A [n=54] and Group B [n=57]) were collected. Twelve elements in each prescription were assessed by frequency and a chi-square test. Improvements in eight out of the twelve elements were observed in prescriptions written by students in Group A. The significantly improved elements were provision of the symbol R(x) (39.8 percent) (p<0.001), inclusion of the prescriber's signature (75.3 percent) (p<0.001), inclusion of the date with the prescriber's signature (54.6 percent) (p<0.001), and inclusion of the prescriber's registration (30.5 percent) (p<0.001). Overall, Group A gained almost a 50 percent improvement in writing complete prescriptions due to the intervening lecture. It appeared a traditional lecture led to the more accurate writing of a complete prescription. It was suggested that a module on prescription writing be added to the school's pharmacology curriculum, so that dental graduates will be competent in prescription writing for the sake of their patients' health.
... Furthermore, a randomized study on teaching child development to fifth-year medical students revealed that interactive lectures were more effective in the short-term acquisition of factual knowledge than role playing games. While students enjoyed the game-playing aspect of the intervention, there was no difference in the long-term performance between groups (Selby et al. 2007). In this study, the utilization of a randomized design and a head-to-head comparison between an educational game and a traditional lecture, provide a balanced methodological approach. ...
Article
Most psychiatric programs provide lectures on basic principles of psychopharmacology. Yet, this traditional approach has been criticized due to excessive information and passive transfer of expert knowledge. An alternative teaching method is the use of "academic games." To investigate medical students' acquisition of knowledge on psychopharmacology, and their perception of a game playing approach compared to traditional lectures. Two senior residents designed, implemented, and executed a randomized pretest-posttest study to teach psychopharmacology, using an academic game and a lecture format, to third-year medical students during a 6-week Psychiatry clerkship. Both didactic interventions were delivered concurrently for five consecutive weeks covering five psychopharmacology modules: antidepressants I (selective serotonin reuptake inhibitors and atypical antidepressants), antidepressants II (monoamine oxidase inhibitors and tricyclic antidepressants), mood stabilizers, antipsychotics, and anti-anxiety agents/sedatives/hypnotics. The game follows similar rules of the famous TV show, "Jeopardy" using a power point grid and a multiple choice question format. Forty-three medical students participated (29 assigned to the game approach, 14 to the traditional lecture approach). None of the demographic variables (age, gender, years after graduation, Graduate Point Averages, and United States Medical Licensing Examination 1) were significantly associated with the pre/posttest score difference between groups. Both groups improved their knowledge on psychotropic drugs [(game group t = 10.86, p < 0.001); control t = 4.82, p < 0.001)] throughout the 6-week Psychiatry rotation. Students in the game group had a better perception of this educational method as measured by perceived enjoyment, increased knowledge of psychopharmacology, and stimulating interest in the subject compared to those in the lecture group (p < 0.05). Teaching psychopharmacology in medical students by using academic games can make the learning experience more enjoyable and motivating; however, future studies with higher quality methodology and design are needed to determine the role of educational games in acquiring new psychopharmacological knowledge.
... Games do not suit all learning styles, some students may choose not to cooperate, competition to win may overtake motivation to learn, and the group size and physical environment may not be ideal for some activities (Graham and Richardson, 2008). Recent medical education research by Selby et al. (2007) demonstrated that an interactive lecture improved short term retention of knowledge when compared with a game although neither teaching strategy was shown to be significantly different than the other for encouraging longer term learning. ...
Article
Education that captures the attention of students is an essential aspect of promoting meaningful, active learning. Rather than standing at the front of a group of learners simply speaking about a topic, teachers have the opportunity of livening up their teaching with humour, games, and other fun activities. This article critically evaluates the benefits and limitations of humour within nursing education as well as the use of games and fun activities as teaching strategies. Examples of various games and interactive activities are also provided.
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The present research aims at determining the degree of adaptability of teachers' methodology with teachers' guides of third high school graders carried out through descriptive measurement. The population covered all the male high school teachers of the third grade in Mashhad. The study investigation was done through sampling of the teachers in districts 2 and 3 of the city in 9 schools for 39 sessions. Furthermore, all the teachers were interviewed. The findings revealed that with regard to the parameters of generals and guidelines, the degree of adaptability of the teachers' activities with the guidelines were not desirable. Also, the students' participation in class activities in organizing learning-teaching activities did not match the teachers' guide. Moreover, most teachers claimed that awareness, mastery, and use of the guides by the teachers are little. In general, the findings revealed that the recommended methodology has been greatly neglected. This has seriously challenged the effectiveness of the planning of that course. Keywords Methodology teachers' guide standard evaluation facilitative evaluation activity organizing learning-teaching
Article
Introduction Gamification is the use of game principles in non-game settings such as medical education. Effective evidence for using gamification in medical education needs well-designed studies that describe outcomes related to interventions. The study objective was to systematically review the study designs describing gamification interventions in medical education focusing on their characteristics and medical students’ learning. Methods We systematically searched the databases, including Google Scholar, PubMed, Scopus, and Web of Science until 2021. Articles were appraised using the Medical Education Research Quality Instrument (MERSQI). Results The search result included 423 articles, of which 53 articles had inclusion criteria. Of these, 23 articles were classified in the non-electronic games group and 30 studies in the electronic games group. The quality of evidence in both groups was assessed using the MERSQI average checklist. In total, 90% of studies reported the effectiveness of game intervention in one of the 4 levels of the Kirkpatrick pyramid. The predominant pedagogical approach in both groups was the cognitive approach. The psychomotor approach and the affective approach were more prominent in the electronic and non-electronic games groups, respectively. Conclusion This study shows that gamification training techniques improve the performance of medical students in most cases.
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The aim of the article is to study and analyze the using of games in learning the ethical values of literary naratives in primary school. Methods of the research: study of theoretical literature, questionnaire for primary school teachers, processing and interpretation of the data obtained. The main conclusions are following: games can produce very good results in learning process, the game creates learning motivation and pleasure, and pupils are interested in learning more; an important aspect is to learn ethical values when reading literature in primary school. Didactic games improve pupils' knowledge, help in the sense of important concepts (friendship, beautiful, helpful). The teacher must follow the latest improvements in education, the development of the theory of didactic games, and develop himself in all areas in order to provide a high-quality education for pupils in the context of the competence approach.
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Objective: This evidence-based review aims to explore whether educational games are effective in medical and dental undergraduates. Materials and methods: This review conducted a narrative synthesis using the ESRC method. Medline, Embase, and SCOPUS databases were searched using inclusion and exclusion criteria during the period of 1st January 1980 - 28th February 2013. The quality of papers was assessed using the critical appraisal tool by CASP and 2010 CONSORT guidelines. The strength of evidences was assessed using EPPI and GRADE approaches. Results: A total of 391 citations were founded from the search strategy. However, after the processes of screening and eligibility assessment, two randomised controlled trials were included for this review. The first study was conducted in medical undergraduates while the second one was performed in dental undergraduates. Both studies found no significant difference in knowledge improvement after the immediate post-test. Retention of knowledge was investigated only in the first study (medical undergraduates), and it was found that the game group performed better. Only the second study (dental undergraduates) also explored the practical skill and found that there was no significant difference between two groups. Regarding the satisfaction measurement, students had positive attitudes towards the use of educational games in both studies. Conclusion: Although education games are not significantly different from traditional education in the knowledge improvement, there should be an application of educational games in medical and dental education, as educational games can motivate and engage students. However, further studies are required to evaluate the effectiveness of the use of educational games in medical and dental undergraduates.
Article
The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.].
Article
Introduction Recent guidelines from the Liaison Committee on Medical Education (LCME) based on adult learning principles recommend promotion of active learning, which has led to the evaluation of audience response systems and optimization of multimedia use to enhance audience engagement. We assessed the use of these and similar new techniques in delivering medical school lectures in conjunction with traditional techniques, to develop updated “best practice” lecture guidelines and identify lecture characteristics that correlate best with student satisfaction. Methods We evaluated 39 recorded lectures given by 13 current or prior course directors of second-year pathophysiology courses at Icahn School of Medicine at Mount Sinai. Based on student ratings, the lectures were divided into those given by “above average” or “below average” lecturers. We scored each lecture on 47 distinct characteristics. Results Using the student t test to compare the “above average” and “below average” lectures for each characteristic, we found four characteristics that differed significantly between the two groups—oral summarization of key points, presence of summary slide in the presentation, asking questions that require a show of hands from the class, and rank of full professor as compared to associate or assistant. Discussion The characteristics that distinguish the “above-average” from “below-average” lecturers share a theme of summarizing information and engaging the audience through questioning involving the entire class. Our study did not identify improved student satisfaction with recently developed techniques such as using electronic clickers or asking students to discuss questions among themselves. Future work includes assessing the effect of subjective qualities of lecturers on ratings and evaluating a broader range of lecturers, including those who are not course directors.
Article
Active learning has received considerable attention over the past several years. Often presented or perceived as a radical change from traditional instruction, the topic frequently polarizes academic staff. Todays students are bombarded with plenty of information and are distracted by technology gadgets (such as smart phones) or suffer from attention deficit disorder [10]. Thus, academic staffs are challenged to capture students attention and to engage them in the didactic process. The paper presents two innovative teaching methods experimented in the seminaries of the Production Planning course that has been taught at the Faculty of Engineering of Lucian Blaga University of Sibiu and the impact of these methods on the students knowledge assimilation and academic performance. The proposed teaching methods, namely charades games and movie making activities, were implemented and evaluated. The research tools used for this study were: direct observation, comparative analysis of students academic performances, before and after the implementation of the methods, and course evaluation forms, filled in by the students. The experimented teaching methods were considered by the students both fun and challenging and were confirmed as promising pedagogies. Thus, we recommend that active learning techniques, such as charades games or movie making activities, be used in conjunction with traditional lecture formats in university courses. These activities show promise as active learning techniques which foster student interest, help students apply material to real world situations, and may be remembered by students well after the course ends.
Article
Background Assess efficacy, satisfaction and usefulness of an educational maze based on posters and audioguide for major trauma care teaching to medical students. The educational maze consists of posters with audio comments recorded in an audioguide. This tool was part of a larger educational program including medical simulation.Study designProspective, interventional, observational, monocentric study.StudentMedical student of Grenoble University Hospital, in the four last years of medical school, following a training course in anesthesia, emergency medical services and intensive care units.Method Forty essentials key messages for major trauma management were included in 10 posters and audioguides. A first assessment with short opened answers was handed to the students at the end of the educational maze to assess their memorization. A second assessment with simple choice answers regarding satisfaction and usefulness of this new educational tool was realized at the end of the entire program.ResultOne hundred and eighty-four medical students attending the major trauma program were included in this study. On the first test, 75% of essential knowledge on major trauma management was memorized by more than 50% of the medical students. On the second test, 94% of medical students had a high satisfaction level of this educational maze.Conclusion An educational maze based on posters and audioguides seems to be an efficient, useful tool for teaching essential knowledge on major trauma management to medical students.
Article
The infusion of humor in the classroom through faculty-developed skits is a teaching-learning strategy that engages nursing students in the learning process. Gardner's Multiple Intelligence Theory for Adult Learners provides the framework for the use of humor as a strategy in higher education. Three exemplars are presented with a description of the specific strategy, an objective for each strategy, and the effect of the strategy on student engagement in nursing education. In the exemplars, the authors provide "ready to use" ideas with some "pearls of wisdom" for other faculty interested in developing similar learning activities.
Article
The purpose of this study is to quantitatively evaluate the use of an interactive whiteboard for use in teaching diagnostic radiology and MRI physics. An interactive whiteboard (SMART Board model 3000i) was used during an MRI physics course and diagnostic radiology teaching conferences. A multiquestion instrument was used to quantify responses. Responses are reported as simple percentages of response number and, for ordinal scale questions, the two-tailed Student's t test was used to assess deviation from the neutral response. All of the subjects attended all sessions and completed the assessment questionnaire; 89% of respondents said that image quality of the SMART Board was superior to that of a projector-screen combination, 11% said that the image quality was similar, and none said that it was inferior. Sixty-seven percent of respondents said that the SMART Board's display of diagrams was superior to that of a conventional whiteboard, 33% said it was similar, and none said it was inferior. Participants thought that the smaller SMART Board display compared with the projector screen was an unimportant limitation (p = 0.03). Room lighting did not degrade image quality (p = 0.007), and a trend toward preference for the lighted room (while using the SMART Board) was detected (p = 0.15) but was not significant. The impact of the SMART Board on the visual material and flow of teaching sessions was favorable (p = 0.005). All of the subjects preferred the SMART Board over a traditional projector and screen combination. Learners endorsed that the SMART Board significantly enhanced learning, universally preferring it to the standard projector and screen approach. Major advantages include enhanced engagement of learners; enhanced integration of images and annotations or diagrams, including display of both images and diagrams simultaneously on a single screen; and the ability to review, revise, save, and distribute diagrams and annotated images. Disadvantages include cost and potentially complicated setup in very large auditoriums.
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Teaching growth and development to nursing students can be dry, uninteresting, and labor-intensive. Engaging students in learning this material was the challenge of a short, 4-week pediatric experience. Students use growth and development knowledge to select toys and activities that fit in a shoebox and explain to their classmates the rationale for their selection. The Christmas shoebox activity increases their ability to transfer knowledge to both the examination questions and the clinical setting and provides a charitable service to the community.
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Interactive lecturing involves an increased inter-change between teachers, students and the lecture content. The use of interactive lectures can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, aid increase satisfaction for both. This article describes a number of interactive techniques that can be used in large group presentations as well as general strategies that can promote interactivity during lectures.
Article
The current emphasis in medical education is to engage learners in deep processing of information; the aim is to achieve a better understanding of the subject-matter. Traditional approaches were more superficial and aimed for memorization of medical facts. However, a good memory for medical facts is still essential in clinical practice. This study demonstrates that deep information processing in itself enhances the memory recall of medical facts significantly. Teachers and learners employing deep processing to gain understanding are not achieving this at the expense of memory for medical facts. © 1995 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.
Article
In 1984 females made up 45% of medical undergraduates in Ireland. By 1996 this proportion had increased to 57%. This study examines gender differences in performance at final medical examinations, with a view to ascertaining the impact of the change in proportion of females attending medical school. Final year examination results of medical students over a 5-year period (1992-96) were obtained from the broadsheets of University College Dublin (UCD) examinations office. The results of 557 students (females n=277; males=280) were analysed for all final year examinations (n=5). University College Dublin. Final year medical students. Overall females were found to have performed better than their male counterparts. They were more likely to achieve an honours grade and had a similar or lower likelihood of passing or failing. Gender differences in performance were most marked in paediatrics (P < 0.01), psychiatry (P < 0.01) and obstetrics and gynaecology (P=0.01), females being more successful in each case. The success of females and their increased numbers at undergraduate level are not reflected at senior registrar and consultant level. As medical manpower becomes more of an issue the lack of women, particularly in certain specialties, and the possible reasons for this need to be addressed.
Article
A game was designed to further student learning in the field of pediatric medicine. This educational tool was designed in a board game format. Players advance through the board by answering questions correctly. A total of 400 questions were written with emphasis in content from core pediatric textbooks. Questions were created to encompass four increasingly difficult levels of play. The purpose of this study was to ascertain whether gaming can be a valuable learning experience. During clinical clerkships and rotations in pediatric medicine, both third-year medical students and residents played the game in small-group settings. To date, 37 medical students and 12 residents have completed a post-game survey with a standard 5-point Likert scale. Seven faculties have also played the game and completed the survey. The survey was designed to assess the extent to which students, residents and faculty understood the purpose of the game and agreed that it was a valuable learning experience. The data yielded descriptive statistics for preliminary evaluation of the game. The survey responses suggest that medical students, pediatric residents and faculty observed that the game was a practical and engaging learning experience. The students have universally given high scores to all 10 survey questions. The development of The Pediatric Board Game has been a successful endeavor in medical education. Both educators and learners agree that the board game is a creative and innovative educational tool. Future plans of study will help develop, refine and apply the game to advance students' knowledge of pediatric medicine.
974 Med Teach Downloaded from informahealthcare
  • G Selby
G. Selby et al. 974 Med Teach Downloaded from informahealthcare.com by Michigan University on 10/25/14 For personal use only.