Student Preferences on Gaming Aspects for a Serious Game in Pharmacy Practice Education: A Cross-Sectional Study

Chang, Huan Ying; Poh, David Yan Hong; Wong, Li Lian; Yap, John Yin Gwee; Yap, Kevin Yi-Lwern

doi:10.2196/mededu.3754

Cited by 17 publications

(11 citation statements)

References 31 publications

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“…First, a key teaching point in the history-taking visual metaphor is to avoid “tunnel vision” history-taking, which is similar to looking at a 2D pyramid, focusing on 1 causative side or system and ignoring the other 3D pyramid sides and systems. Therefore, 3D depth of the visual metaphor was essential to convey this point, which is commonly used in the game literature and called “spatial metaphor” [52]. Second, the literature has shown that health sciences students’ preference for 3D over 2D games [53].…”

Section: Methodsmentioning

confidence: 99%

Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study

Alyami¹,

Alawami²,

Lyndon³

et al. 2019

JMIR Serious Games

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BackgroundHistory taking is a key component of clinical practice; however, this skill is often poorly performed by students and doctors.ObjectiveThe study aimed to determine whether Metaphoria, a 3D serious game (SG), is superior to another electronic medium (PDF text file) in learning the history-taking content of a single organ system (cardiac).MethodsIn 2015, a longitudinal mixed methods (quantitative and qualitative) pilot study was conducted over multiple sampling time points (10 weeks) on a group of undergraduate medical students at The University of Auckland Medical School, New Zealand. Assessors involved in the study were blinded to group allocation. From an initial sample of 83, a total of 46 medical students were recruited. Participants were assigned to either a PDF group (n=19) or a game group (n=27). In total, 1 participant left the PDF group after allocation was revealed and was excluded. A total of 24 students in the game group and 14 students in the PDF group completed follow-up 7 weeks later. Using an iterative design process for over a year, with input from a variety of clinical disciplines, a cardiac history-taking game and PDF file were designed and informed by Cognitive Load Theory. Each group completed its intervention in 40 min. A total of 3 levels of Kirkpatrick training evaluation model were examined using validated questionnaires: affective (perception and satisfaction), cognitive (knowledge gains and cognitive load), and behavioral attitudes (Objective Structured Clinical Exam) as well as qualitative assessment. A priori hypotheses were formulated before data collection.ResultsCompared with baseline, both groups showed significant improvement in knowledge and self-efficacy longitudinally (P<.001). Apart from the game group having a statistically significant difference in terms of satisfaction (P<.001), there were no significant differences between groups in knowledge gain, self-efficacy, cognitive load, ease of use, acceptability, or objective structured clinical examination scores. However, qualitative findings indicated that the game was more engaging and enjoyable, and it served as a visual aid compared with the PDF file.ConclusionsStudents favored learning through utilization of an SG with regard to cardiac history taking. This may be relevant to other areas of medicine, and this highlights the importance of innovative methods of teaching the next generation of medical students.

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Section: Methodsmentioning

confidence: 99%

Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study

Alyami¹,

Alawami²,

Lyndon³

et al. 2019

JMIR Serious Games

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“…Our literature review indicated that serious games could be both enjoyable and motivating for student learning. 14 These results were encouraging because we wanted to create a game from our previous studies 6 9 that would interest students and yet be relevant for PPS training through scenarios based on ‘cognitive authenticity’.…”

Section: Discussionmentioning

confidence: 90%

“…We recruited participants from this cohort as we thought that they would like to play the game before they graduated, since they provided their gaming preferences in previous studies. 6 9 We would need to conduct future perception studies of the full game in our target lower year undergraduate cohorts. Since this was a single-institution study, our results might not be generalisable to pharmacy students from other institutions or countries due to different cultures and preferences.…”

Section: Discussionmentioning

confidence: 99%

“…Serious games designed for medical and nursing students are unable to cater to the needs of pharmacy students. 6 Certain Pharmacy Professional Skills (PPS), such as extemporaneous (non-commercially available) product compounding, dispensing, patient history-taking, health communication, promoting optimal use of medicines and providing drug information to other clinicians, are needed as part of a pharmacist’s competency to practice, 7 8 but are not available in games for medical and nursing students.…”

Section: Introductionmentioning

confidence: 99%

“…An in-house three-dimensional (3D) multiplayer online role playing game (MORPG) was developed to supplement PPS training based on our students’ gaming preferences. 6 9 10 Students play as pharmacist avatars in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounter scenarios through visual and motion-capture technologies, which provides a more immersive gaming experience.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

et al. 2020

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BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

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The evaluation of digital educational game use in pharmacology teaching process

Granat,

Paź,

Mirowska‐Guzel

2024

Pharmacology Res & Perspec

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The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty‐six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three tests: pre‐test was presented before seminar, post‐test after seminar (for control group) or after playing the video game (for experimental group), and test no. 3 took place 4 weeks later. Analysis of tests' scores with respect to both topics resulted in the observation that the control and experimental groups show statistically significant improvement in knowledge, whether it was measured after the seminar or 4 weeks later. However, the results of experimental group were statistically better in comparison to the control group. It proves that electronic GBL (game‐based learning) applied to standard educational processes increases short‐ and long‐term knowledge retention compared to traditional seminars.

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Student Preferences on Gaming Aspects for a Serious Game in Pharmacy Practice Education: A Cross-Sectional Study

Cited by 17 publications

References 31 publications

Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study

Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

The evaluation of digital educational game use in pharmacology teaching process

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