A gaming approach to learning medical microbiology: students’ experiences of flow

Beylefeld, Adri; Struwig, Magdalena C.

doi:10.1080/01421590701601550

Cited by 79 publications

(55 citation statements)

References 8 publications

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“…[4][5][6] The majority of studies describing educational health care games show students enjoy playing them. [7][8][9][10] Unfortunately most of these studies do not evaluate student learning or the efficacy of the games. A Cochrane Review evaluated all published articles on health care-based educational games in which the participants were health care professionals or in postgraduate training identified 1156 papers, but only 1 was a randomized control trial.…”

Section: Introductionmentioning

confidence: 99%

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Educational Card Games to Teach Pharmacotherapeutics in an Advanced Pharmacy Practice Experience

Barclay

Jeffres

Bhakta

2011

American Journal of Pharmaceutical Education

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Objective. To implement and assess the effectiveness of card games to teach pharmacotherapeutic topics to pharmacy students and to determine the relationship between students' assessment scores and their learning styles. Design. Two card games, Cardiology Go Fish and Infectious Diseases Gin Rummy, were created and taught to pharmacy students enrolled in an advanced pharmacy practice experience (APPE). Students were required to play each game for 1 hour, 3 times over a 6-week period. Assessment. Forty-five students completed a 90-question assessment administered prior to and after the 6-week period in which the games were played. Students' cardiology and infectious diseases assessment scores improved significantly as compared with scores on pharmacy practice questions, 19.2% vs. 5.1%, (p , 0.001) and 10.3% vs. 5.1% (p 5 0.006), respectively. Students learned from participating in the games regardless of their learning preference as determined by the VARK (visual, aural, read/write, kinesthetic) questionnaire; however, the cardiology assessment scores of students with a preference for kinetic learning improved the most. Conclusions. Incorporating innovative learning tools such as card games into the curriculum of APPEs can enhance the educational experience of pharmacy students.

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Section: Introductionmentioning

confidence: 99%

“…[7][8][9][10] To create a successful game, developers must be cognizant of previous studies in order to replicate successes, and most importantly, to improve deficiencies. The objective of this study was to assess student learning after playing 2 card games, Cardiology Go Fish and Infectious Diseases Gin Rummy, during their APPEs.…”

Section: Introductionmentioning

confidence: 99%

Educational Card Games to Teach Pharmacotherapeutics in an Advanced Pharmacy Practice Experience

Barclay

Jeffres

Bhakta

2011

American Journal of Pharmaceutical Education

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“…In contrast, negative emotions (apathy, resistance to learning, becoming passive due to the high density of knowledge or to the traditional strategies), decreases the learning potential of students and block creativity. In the long term, it leads to the development of negative attitudes to learning and decreases the academic anticipations to the level of "passing the exam" only [24,25].…”

Section: Discussionmentioning

confidence: 99%

Oyunlaştırmanın temel mikrobiyoloji eğitiminde öğrenmeye etkisi: Pilot çalışma

Karahan

Koşan

Demirören

2015

Marmara Medical Journal

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Objectives: This study investigated the effect of using games instead of classroom-lectures on learning in a microbiology course and assessed the learning outcomes and the retention of knowledge, as well as analyzed students' perceptions of their learning. Materials and Methods:The study was performed on 19 first year students of the Ankara University, Vocational School of Health, Division of Medical Laboratory Techniques. The students were randomly divided into two groups. The control group was given a lecture, and the study group was asked to construct either a gram-positive or a gram-negative bacterium by using stationary items and colored images of bacteria. Each group was evaluated by pre-, post-and retention-tests. The retention test was given two months later. Additionally, students filled a questionnaire. Kruskal Wallis H, Mann-Whitney U, and Wilcoxon Signed Ranks tests were used for statistical analyses.Results: The groups did not differ in terms of the means of post-test, and retention test scores, although both groups' scores significantly improved after the lesson. When the questionnaires were compared, the study group gave significantly higher scores on topics about the effect of teaching method on learning and the learning process.Conclusion: As the gaming approach was regarded as more motivating, positively reinforcing and dynamic, well-constructed educational games can be used in small groups to enrich microbiology education.

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“…Digital games have become a feasible option for enhancing and developing e-learning tools. Several articles in our review address the use of gaming in education (Admiraal et al, 2011;Beylefeld and Struwig, 2007;Bressler and Bodzin, 2013;Faiola et al, 2013;Hong et al, 2013;Inal and Cagiltay, 2007;Kiili, 2005b;Raphael et al, 2012;Scoresby and Shelton, 2011;Wang and Chen, 2010).…”

Section: Gaming In Learning and Educationmentioning

confidence: 99%

“…The findings also indicate that having team members of higher educational levels contribute positively to team flow and learning outcomes. Beylefeld and Struwig (2007) studied the use of an online version of a quiz-style board game to enhance student learning in medical microbiology. The game served as a 'positive external challenge' where positive feedback and friendly competitions initiated flow among students, which increased their focus and urged them to acquire skills and accomplish their goals.…”

Section: Gaming In Learning and Educationmentioning

confidence: 99%

Flow in gaming: literature synthesis and framework development

Nah

Eschenbrenner

Zeng

et al. 2014

IJISAM

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Flow, a state of optimal experience where one is completely absorbed and immersed in an activity, is an important phenomenon for studying and designing games. In this article, we synthesise the literature on flow in gaming to discern existing research streams, and identify the antecedents, dimensions, and outcomes of flow which are then integrated into a framework. Based on the findings, we provide suggestions for game design elements that practitioners, such as game designers, may find useful for creating or inducing flow in gaming. We also discuss implications for research and practice as well as provide suggestions for future research.

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A gaming approach to learning medical microbiology: students’ experiences of flow

Abstract: This article may be of value to health educators who wish to supplement formal teaching with informal learning so as to enhance not only the recall of factual knowledge, but also the advancement of general skills.

Cited by 79 publications

References 8 publications

Educational Card Games to Teach Pharmacotherapeutics in an Advanced Pharmacy Practice Experience

Educational Card Games to Teach Pharmacotherapeutics in an Advanced Pharmacy Practice Experience

Oyunlaştırmanın temel mikrobiyoloji eğitiminde öğrenmeye etkisi: Pilot çalışma

Flow in gaming: literature synthesis and framework development

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