Impact of compulsory participation of medical students in a multiuser online game to learn radiological anatomy and radiological signs within the virtual world Second Life

Abstract

Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016 and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5) and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016 and 2017 editions respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional (3D) virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

“…With the technological development of digital radiographic reconstruction with geometric as well as density characteristic accuracy ( 107 ), more and more VS computer software programs have been designed and used in undergraduate medical education, allowing students gain more hands-on experience and develop their clinical skills without worrying about exposing to any unnecessary radiation. In the recent 2 years, we found five studies ( 20 , 85 , 86 , 88 , 96 ) used VS serious games or systems simulating a radiologist’s practice in the real world among medical undergraduates for radiology learning. The results collectively showed that, for medical undergraduates, the integration of VS as a valuable learning resource had the potential to improve preparation for the clinical environment and increase student confidence ( 20 , 85 , 86 , 88 , 96 ).…”

“…In the recent 2 years, we found five studies ( 20 , 85 , 86 , 88 , 96 ) used VS serious games or systems simulating a radiologist’s practice in the real world among medical undergraduates for radiology learning. The results collectively showed that, for medical undergraduates, the integration of VS as a valuable learning resource had the potential to improve preparation for the clinical environment and increase student confidence ( 20 , 85 , 86 , 88 , 96 ).…”

“…Currently, hundreds of universities around the world have used it to support teaching and learning activities. As an educational tool, Second Life has been dedicated to the training of medical undergraduate students in areas such as radiology ( 85 , 116 ) and anatomy ( 86 , 115 , 117 ). Therefore, once being promoted to more medical schools around the world, VS learning produces based on platforms such as Second Life will help promote greater equity in global medical education.…”

“…The current VS simulators act as only part of the medical comprehensive training to supplement the hands-on experience but not the only training technique. In addition, an interesting study ( 86 ) explored the impact of compulsory participation on the VS learning experiences of medical undergraduates. The results showed that the learning performance and acceptance of VS technology were lower with a compulsory participation, and the opinion toward VS-based study was even worse if dropouts were not allowed.…”

“…The results showed that the learning performance and acceptance of VS technology were lower with a compulsory participation, and the opinion toward VS-based study was even worse if dropouts were not allowed. Therefore, learning in VS environments should be voluntary ( 86 ). And how to increase students’ motivation and engagement is an important issue for medical educators to achieve the effective integration of VS into undergraduate education.…”