Short-term gains in histology knowledge: A veterinary gaming application

Bauman, Eric B.; Gilbert, Gregory E.; Vaughan, Greg

doi:10.7287/peerj.preprints.3421v1

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…Bauman’s layered-learning model was chosen as a theoretical framework for this study This model describes a matrix for scaffolding traditional didactic presentation of course materials with multimedia educational technology [18–20]. The model presupposes that traditional didactic learning techniques, such as knowledge transfer through scholarly reading and interaction with faculty and staff, still have relevance in the modern classroom.…”

Section: Introductionmentioning

confidence: 99%

Using online game-based platforms to improve student performance and engagement in histology teaching

et al. 2019

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Background Human morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment. Methods In an effort to both evoke students’ interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 ( n = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed. Results The Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively. Conclusion This study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.

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Section: Introductionmentioning

confidence: 99%

Using online game-based platforms to improve student performance and engagement in histology teaching

et al. 2019

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“…Um outro exemplo de jogo digital desenvolvidoé o Histology Card! [Bauman et al 2017], no qual os jogadores recebem uma placa de imagem histológica a qual precisam complementar com imagens apresentadas em cartões histológicos correspondentes.…”

Section: Trabalhos Relacionadosunclassified

Projeto HistoQuiz: Desenvolvendo um Jogo Voltado para o Ensino de Histologia

Bastos¹,

Andrade²,

Gomes³

et al. 2020

Anais Principais Do Simpósio Brasileiro De Computação Aplicada À Saúde (SBCAS 2020)

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O ensino de histologia requer o contato dos alunos com lâminas histológicas, o que ocorre basicamente nas aulas práticas de microscopia. Esse contato fica limitado ao tempo da aula, que muitas vezes é reduzido, e a aquisição de lâminas de diversos órgãos que devem ser disponibilizadas para a observação individual, cuja quantidade e variedade também é reduzida. A absorção desse conteúdo pode ser facilitada com o uso das Tecnologias de Informação e Comunicação (TICs), que constituem ferramentas de fácil acesso e uso contínuo, propiciando assim motivação, participação e interação com esse material. Buscando promover uma maneira de exercitar, o presente artigo elucida as etapas seguidas para o desenvolvimento do HistoQuiz, um jogo digital mobile criado para transmitir conhecimentos relacionados a histologia

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“…The VR-SUCI game was designed to give students time to practice and reinforce steps of the sterile urinary catheter insertion skill that nursing students had previously been taught. Bauman’s layered-learning model was used as a framework, which suggests that virtual technology may be most useful when used to reinforce previously learned skills (Bauman et al, 2018: Bauman, 2016; Bauman et al, 2014; Bauman, Gilbert, & Vaughan, 2017), not to initially teach the skill of sterile catheterization. In testing the first version of the game, participants expressed a need for technical support to manage wires and gloves that provided haptic feedback.…”

Section: Introductionmentioning

confidence: 99%

“…Bauman suggested that games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids (Bauman et al, 2014). Bauman’s layered-learning model connects theoretical didactic preparation (readings, assignments, lectures), interactive applications via digital games or simulation-based experiences, simulation through manikins or standardized patients, and real-world experiences to create a comprehensive learning approach (Bauman, 2016; Bauman et al, 2014, 2017).…”

Section: Introductionmentioning

confidence: 99%

A multi-site study examining the usability of a virtual reality game designed to improve retention of sterile catheterization skills in nursing students

Breitkreuz

Kardong-Edgren

Gilbert

et al. 2020

Simulation & Gaming

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A usability study of a Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG) was conducted to understand user needs in regards to this game. Background: Learning and retention of psychomotor skills in health care is essential to safe clinical practice. Bauman suggests games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids ( Bauman et al., 2014 ). Intervention: The VR Sterile Urinary Catheter Insertion Game (VRSUCIG) was created by nurses and a computer gaming developer to provide nursing students with a cost-effective way to practice sterile catheter insertion skills in a systematic, evidence-based manner. A usability study and user reaction survey were conducted to gain a deep understanding of user’s needs. Methods: Three hundred nursing students, from 9 US nursing schools participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey (URS). Results: The SUS for the 2nd generation of the VR SUCIG was 57, or medium usability. The URS demonstrated the game motivated them to keep practicing. The VR SUCIG promoted repetitive practice of the skill and visually accentuated the concept of sterility. Conclusions. User reactions indicate that nursing students were eager and excited to utilize this technology. Usability scores indicate further refinement of technology is needed.

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Short-term gains in histology knowledge: A veterinary gaming application

Cited by 5 publications

References 14 publications

Using online game-based platforms to improve student performance and engagement in histology teaching

Using online game-based platforms to improve student performance and engagement in histology teaching

Projeto HistoQuiz: Desenvolvendo um Jogo Voltado para o Ensino de Histologia

A multi-site study examining the usability of a virtual reality game designed to improve retention of sterile catheterization skills in nursing students

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