A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

Abstract

Citation: McKenzie, Karen (2013) A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings. Advances in Health Sciences Education, 18 (5 Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University's research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.) AbstractThe present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.

Randomised controlled trial to evaluate the influence of mHealth and eHealth skin cancer prevention education among young organ transplant recipients: the HIPPOlino intervention study

“…Furthermore, there was a low willingness to participate in the e-learning programme, possibly due to the requirement to separately register for this programme. However, studies also show that students and participants of health interventions prefer face-to-face training 11 12. Similar to other behavioural studies, factors such as self-report, social desirability and recall bias may have influenced our findings, as well as lack of blinding which was not feasible in this study 20 23.…”

“…Studies have shown that knowledge—regardless of the topic—can be increased through both face-to-face and online training. However, face-to-face training is rated much more positively than pure online learning 11–13. Mobile health (mHealth) is one promising approach in cancer prevention, with text message (short message service, SMS)-based programmes being used worldwide 14…”

Online university education is the new normal: but is face-to-face better?

“…Both groups were similar in problem selection, length of unit, number of materials, organisation of student groups and integration of technology. McKenzie (2013) found that medical students in F2F classes gave significantly higher ratings to teaching staff and reported greater knowledge attainment, which was supported by higher test scores. The researchers suggested these differences may have been due to both technical limitations with the online version of the course (which constrained the complexity of online activity) and the greater complexity and feedback opportunities that were permitted within the F2F course.…”

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

“…By learning through SGs, for instance, students have increased their knowledge as well as self‐efficacy for healthy eating habits (Peng, 2009). Similarly, McKenzie (2013) suggested that students trained via SGs increased their self‐efficacy in dealing with aggressive situations.…”