Online, game-based education for melanoma recognition: A pilot study

Maganty, Nishita; Ilyas, Muneeb; Zhang, Nan; Sharma, Amit

doi:10.1016/j.pec.2017.11.003

Cited by 12 publications

(20 citation statements)

References 11 publications

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“…Furthermore, the post-intervention survey in the game group demonstrated a high degree of satisfaction, particularly in self-reported joyfulness of playing the game compared to that of reading the pamphlet. Our findings are similar to those reported in previous studies, which found that participants gained remarkable skills with high accuracy in the visual identification of malignant melanoma via GBL (Jia et al, 2020;Maganty et al, 2018). However, accuracy rates ranging from 60.6% to 74.2% have been reported.…”

Section: Discussionsupporting

confidence: 91%

“…The sample size calculation was based on a previous study (Maganty et al, 2018), with an alpha of 0.05 and a power of 80%. Accounting for a potential loss to follow-up of 20%, the sample size calculation required approximately 30 subjects to be recruited in each arm.…”

Section: Intervention and Study Designmentioning

confidence: 99%

“…Jia et al (2020) demonstrated the effectiveness of the gamified intervention in order to educate young participants on the visual identification of melanoma. It also proved its effectiveness among the elderly (Maganty et al, 2018). Nevertheless, previous studies did not cover all common types of skin cancers, particularly basal cell carcinoma, the most common type.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of the efficacy between game-based learning and pamphlet on enhancing recognition of common cutaneous malignancies in Thai younger adults

et al. 2023

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Cutaneous malignancy is one of the leading causes of cancer-related morbidities and mortalities. Patient self-screening is helpful for early detection. Among educational pedagogies, game-based learning (GBL) has received increasing attention in recent years. We appraised the effectiveness of GBL, using Wordwall, to enhance cognitive performances pertaining to fundamental knowledge of cutaneous malignancies and perspectives on the intervention compared with a digital pamphlet. This multi-center study utilized a quasi-experimental research design and was conducted between February and April 2022. Participants were recruited and randomly assigned into a game group and a pamphlet group with a 1:1 ratio. Fundamental knowledge of cutaneous malignancies was assessed with pre- and post-intervention tests consisting of ten multiple choice questions with four alternative answers. These tests asked about prominent or pathognomonic features of cutaneous malignancies. During the five-day intervention period, recognition scores of participants in the game group were recorded. Perspectives on the interventions were also collected for analysis. A total of 94 participants were included, 60 (63.8%) were female. The mean age was 19.8 years (standard deviation [SD]=0.8). The increase in knowledge scores of the participants in the game group and pamphlet group was 2.57 (SD=1.30) and 2.36 (SD=1.52), respectively. In the game group, the mean best recognition score (13.89, SD=2.83) was significantly higher than the mean first recognition score (9.53, SD=2.48) with a p-value <0.001. The overall satisfaction among the participants in the game group and pamphlet group was 4.41 (SD=0.57) and 4.23 (SD=0.59), respectively. This study suggests potentiality of GBL to enhance knowledge and recognition performances of common cutaneous malignancies with high satisfaction. Embedding this approach in the primary prevention of cutaneous malignancies might be a promising option to prevent cancer-related morbidities and mortalities.

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Section: Discussionsupporting

confidence: 91%

Section: Intervention and Study Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparison of the efficacy between game-based learning and pamphlet on enhancing recognition of common cutaneous malignancies in Thai younger adults

et al. 2023

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“…Forristal and Kim (2021) conceptualized an interactive case for emergency medicine physicians during the COVID‐19 pandemic, which influenced their practice and confidence by engaging them in multiple interactive pathways for case progression. As Maganty et al (2018) informed that compared with conventional printed materials, interactive learning exhibited great potential in promoting patients' learning motivation and effects. It has now been demonstrated that interactive design tends to facilitate patients learning outcomes by presenting related knowledge in an interactive manner (Lee, Wang, et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Lin

Liang²,

Chan³

et al. 2022

Computer Assisted Learning

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Background: The contextual and interactive learning research was motivated by the need to enhance the healthcare training effect of caregivers of patients with suspected COVID-19 infection during quarantine. However, there is a lack of effective approaches to integrating mobile contextual learning into interactive learning.Objectives: Therefore, this study developed a mobile augmented reality-integration contextual interactive healthcare training system, and then investigated the effects of the proposed system on anxiety, learning effects, perceived support and self-efficacies.Methods: To validate the effectiveness of the system, we conducted a quasiexperiment with a sample of 91 caregivers of patients with suspected COVID-19 infection.Results and conclusions: Results showed that the experimental group with the developed system was superior to the control group with e-pamphlet instruction in mobile devices, in terms of learning effect, perceived support, self-efficacies and reduction of anxiety during quarantine. Therefore, the mobile contextual interactive healthcare training system could be useful to improve caregivers' self-efficacies as well as their ability to care for patients in the context of COVID-19 infection prevention.Implications: This is one of the few studies of the effective approach for technologyenhanced healthcare education in the COVID-19 pandemic. Some corresponding suggestions are proposed: implementing mobile contextual interactive training activities to enhance caregivers' knowledge, skills and self-efficacies; involving social interactions to relieve caregivers' anxiety; providing professional communications and support while facing difficulties in taking care of patients with suspected COVID-19 infection.

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“…A serious game is a learning medium whose use can solve a problem (Maganty, Ilyas, Zhang, & Sharma 2017). A serious game can also be a software simulation as a learning medium that can improve learning outcomes (Bessarabova et al 2016).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using Serious Games to Improve Physics Learning Outcomes in Light Concept

Haryadi¹,

Pujiastuti²

2020

jpppf

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The purpose of this study was to determine the results of the use of serious games in physics learning in light material at Serang 6 Public High School. The research design used was the Pre-Test Randomized Control Group Post-Test Design. The population of the study was all of the eleventh grade students’ of Serang SMA 6 which numbered six classes. The study sample consisted of one experimental class (XI MIPA 1) and one control class (XI MIPA 2). The results showed that the application of physics learning used a serious game on light material in class XI of Serang 6 High School which took place very well and had a positive effect on student learning outcomes. In addition, the students’ response to the application of physics learning using the serious game was very good. The N-gain result shows that the use of the serious game is 0.89.

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Online, game-based education for melanoma recognition: A pilot study

Cited by 12 publications

References 11 publications

Comparison of the efficacy between game-based learning and pamphlet on enhancing recognition of common cutaneous malignancies in Thai younger adults

Comparison of the efficacy between game-based learning and pamphlet on enhancing recognition of common cutaneous malignancies in Thai younger adults

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

The Effectiveness of Using Serious Games to Improve Physics Learning Outcomes in Light Concept

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