Increased learning by using board game on muscular system physiology compared with guided study

Abstract

The aim of this work is to describe the “Muscular System Game,” created to assist in the teaching-learning process concerning the physiology of the muscular system, and to evaluate its effect on the learning of university students. Participating in this study were first-year undergraduate students of the pharmacy course (game group, n = 21, 5 men and 16 women, age 23.57 ± 4.92 yr) and the nursing course (control group, n = 22, 2 men and 20 women, age 22.90 ± 4.93 yr), who had the same level of preparation. After theoretical classes concerning the physiology of the muscular system, all students were instructed to study the topic. In the next week, the students of the game group performed the activity with the board game, and the students of the control group undertook a guided study activity, which contained a list of exercises with the same questions used in the game, to be answered by groups. In the week following these activities, all of the students answered evaluation questions about the topic. The scores obtained for the two groups in the evaluation were compared using Student’s t-test for unpaired samples, considering a significance level of 0.05. The score obtained for the control group (5.78 ± 0.38) was significantly lower than the score for the game group (7.50 ± 0.47; P < 0.05). The results obtained indicating that the use of an educational board game about the physiology of muscle contraction resulted in significantly improved learning, compared with the use of guided study.

Lectures and collaborative working improves the performance of medical students

“…This was evidenced by the improvement in the test scores and by the decrease in the number of incorrect answers provided by the students who performed the portfolio activity. The portfolio method, as well as other active teaching strategies (11,12,31,32,(37)(38)(39), can increase the students' interest and knowledge retention, promote interaction among the students, and stimulate problem-solving.…”

“…The CMT and ICT tests performed by the students from years 2018 and 2019 had the same number of questions, the same question types (written answer, MCQ, and association questions), and the same complexity, and the students had the same time to answer the tests. A similar protocol was presented by Luchi et al (12). Therefore, the only difference between the classes (comparing years 2018 and 2019) was the portfolio group work activity.…”

“…The classroom can and should be a laboratory where personal educational philosophies are tested, evaluated, and refined (9). Studies have indicated that active forms of learning can be more effective than traditional lectures (5,(10)(11)(12)(13). However, this does not mean that traditional classes are unsuitable; they are important and should be used (14)(15)(16)(17).…”

Cardiac Cycle Puzzle: Development and Analysis of Students’ Perception of an Online Digital Version for Teaching Cardiac Physiology

“…The aims of this work were to describe the development process of the online digital version of the cardiac cycle puzzle, and to evaluate the student's perception of the utility of the digital game for their learning, during emergency remote teaching due to COVID-19 pandemic. challenge for them to be focused when old teaching methods are used (Abdulmajed et al 2015;Luchi et al 2019). In addition, although traditional lecture-based class is effective to present information, it did not promote deep and longlasting learning or development of problem-solving skills (Campos et al 2020).…”

Reduced failure rates associated with playing a new online game developed to support learning of core content in human systems physiology

“…Our objective was to develop a sound level of foundational disciplinary knowledge and promote "self-efficacy," which builds confidence in students, motivating them toward selfdirected learning (6). As many studies have reported the positive impact of digital educational games on student learning (6)(7)(8)(9)(10)(11)(12)(13), we chose to develop a card-matching game to teach physiological language and interrelationships. Our game, called eFlip, was conceived as a student-centered, mobile, online game that could be accessed easily at any time.…”