Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis

Zhao, Jingjie; Zhou, Kaiyuan; Ding, Yi

doi:10.1007/s40299-021-00587-5

Cited by 9 publications

(4 citation statements)

References 31 publications

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“…In other words, the teacher's ability to manage interactions is an essential factor in improving the quality of learning. This finding is relevant to how teachers' pedagogic abilities can affect the quality of learning, especially in e-learning (Peres et al, 2014;Zajda, 2018;Zhao et al, 2022). Furthermore, the results of this study also provide complete information about the more appropriate methods to enhance perceived learning.…”

Section: E Discussionmentioning

confidence: 64%

Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis

2022

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This study aims to uncover the relationship between the quality of class interaction in learning activities and student thriving in the two methods (hybrid and blended) used in the past year. Using a sample of 112 students selected through a purposive approach, data were collected using a questionnaire at the end of the semester in 2021/2022. Partial least square structural equation modeling (PLS-SEM) with multi-group analysis (MGA) was applied to test the model. The study's results provide empirical support regarding the relationship between classroom interaction quality and student perceived thrive (vitality and learning) in both learning modes. Finally, a comparison of the effects based on MGA identified that the quality of classroom interaction was more effective on vitality than blended learning compared to hybrid learning. While regarding perceived learning, the dominant effect of classroom interaction is more effective in blended learning mode.

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Section: E Discussionmentioning

confidence: 64%

Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis

2022

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“…Many studies have highlighted the advantages of gamification and enabled gamification‐based learning in various fields, including business, marketing, company management, health planning, and education (Kasurinen & Knutas, 2018; Zhao et al, 2021). In HRD, gamification improves learning performance by providing a competitive and engaging training environment, meaning that it is being adopted with increasing frequency (Nunohiro et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Online 3D gamification for teaching a human resource development course

Chung

Lin

2022

Computer Assisted Learning

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Background: Most students have exhibited low motivation to engage in traditional learning methods. Additionally, students have difficulty concentrating on the course content, being easily distracted by their smartphones.Objectives: Therefore, we adopted an online 3D gamification problem-based learning (PBL) model to motivate students and improve their learning satisfaction and achievement on a human resource development course.Methods: We followed the ADDIE instructional design model and used four essential topics to formulate our teaching activities in the three-dimensional sandbox game, Creativerse. Moreover, this paper conducted an explorative study by using ANCOVA and partial least squares structural equation modelling to test student learning achievement and analyse the relationships between components such as performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC).Results and conclusions: Our online 3D gamification PBL model enhanced learning achievement on the courses; moreover, FC is the most critical factor influencing learning satisfaction. This study provided suggestions for operating an online 3D gamification PBL teaching approach.Implications: The current paper also explained how students' learning satisfaction relates to these significant factors. Moreover, this study's findings will help instructional designers and instructors to develop online 3D gamification learning environments.

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“…The serious game method can be used to clarify the presentation of educational content while at the same time attracting students' attention and increase learning motivation to influence student learning outcomes. [5], [6], [7]. Game-based can capture information from each student's achievement in their learning process and provide a more interactive learning experience.…”

Section: Introductionmentioning

confidence: 99%

Analyzing the Quality of Game-based Assessment Design in Basic Arithmetic Operations

Azzmi.H.

Yuhana²,

Sulistyani³

et al. 2023

KINETIK

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The use of Serious Games in education has experienced rapid development. However, not all studies have been able to show evidence that game-based methods are superior to other methods. It is important to analyze the quality of game designs used in learning and assessment used to assess students. This study focuses on how to design a serious game called B-block used in the assessment. The researcher validates the quality of the serious game first before conducting a pilot study regarding the feasibility of the Serious Game given for assessment. The game focuses on basic arithmetic, including addition, subtraction, division, and multiplication, and involves positive and negative numbers. The study was conducted in one of the schools in Indonesia and given to 35 students with an age range of 11-12 years with different student backgrounds in their experience with game-based exams. Based on these results, 85.7% of respondents agreed that this game could be used as a substitute for paper-based exams, with the analysis of game design quality having an average value of 78% pedagogic specifications and 73% playful and 80% technical specifications. Thus, the average value of this game quality analysis is considered superior and meets almost all the specifications needed for assessment. We also argue that serious game is closely related to how game design meets specifications for use as educational tools.

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Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis

Cited by 9 publications

References 31 publications

Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis

Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis

Online 3D gamification for teaching a human resource development course

Analyzing the Quality of Game-based Assessment Design in Basic Arithmetic Operations

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