Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

Abstract

BackgroundEducational 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.MethodsStudents 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.ResultsStudents 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.ConclusionsThe 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.

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“…Nevertheless, educational computer games can provide more interesting environments for knowledge than traditional methods [23][24][25][26][27][28][29][30][31][32][33], speaking to our students in a language they are used to. However, the objective must not be limited to the packaging, as the value of well-designed and well-implemented tools depends on how they are integrated into the course [13].…”

A computer game for teaching and learning algebra topics at undergraduate level

“…Teachers are currently working hard to educate a new generation of engineering students using old methods, incorporating tools that are no longer effective and providing knowledge (information, concepts, relationships, and so on) using only speech without interaction among students [51,18]. According to , students belonging to the new generation of engineers demand the use of technology in advancing their learning by changing traditional passive learning methodologies to active multisensory experimental learning methodologies. In this context, some studies have reported the effectiveness of educational computer games in enhancing the engineering student's learning interest and motivation within contexts where learning methods were once traditional.…”

“…According to [42], students belonging to the new generation of engineers demand the use of technology in advancing their learning by changing traditional passive learning methodologies to active multisensory experimental learning methodologies. In this context, some studies have reported the effectiveness of educational computer games in enhancing the engineering student's learning interest and motivation within contexts where learning methods were once traditional.…”

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