Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education

Abstract

Background Games with educational intent offer a possible advantage of being more interactive and increasing learner satisfaction.Objective We conducted a two-armed experiment to evaluate student satisfaction and content mastery for an introductory pediatric radiology topic, taught by either an interactive digital game or with a traditional didactic lecture. Materials and methods Medical students participating in a fourth-year radiology elective were invited to participate. Student cohorts were alternatively given a faculty-supervised 1h session playing a simple interactive digital Tic-tac-toe quiz module on pediatric gastrointestinal radiology or a 1h didactic introductory lecture on the same topic. Survey questions assessed the learners' perceived ability to recall the material as well as their satisfaction with the educational experience. Results of an end-of-rotation exam were reviewed to evaluate a quantitative measure of learning between groups. Survey responses were analyzed with a chi-squared test. Exam results for both groups were analyzed with a paired Student's t-test. Results Students in the lecture group had higher test scores compared to students in the game group (4.0/5 versus 3.6/5, P = 0.045). Students in the lecture group reported greater understanding and recall of the material than students in the game group (P < 0.001 and P = 0.004, respectively). Students in the lecture group perceived the lecture to be more enjoyable and a better use of their time compared to those in the game group (P = 0.04 and P < 0.001, respectively). There was no statistically significant difference between the lecture and game group in ability to maintain interest (P = 0.187). In comparison to pre-survey results, there was a statistically significant decrease in interest for further digital interactive materials reported by students in the game group (P = 0.146). Conclusion Our experience supported the use of a traditional lecture over a digital game module. While these results might be affected by the specific lecture and digital content in any given comparison, a digital module is not always the superior option.

Gamification of health professions education: a systematic review

“…Our search identified 5044 articles, of which 38 met the inclusion criteria on the basis of full-text screening. Uncertainty about inclusion or exclusion of 20 other articles (Bigdeli and Kaufman 2017;Boysen et al 2016;Campbell 1967;Courtier et al 2016;Creutzfel dt et al 2013;Dankbaar et al 2016Dankbaar et al , 2017Hudon et al 2016;Inangil 2017;Kaylor 2016;Leach et al 2016;Lim and Seet 2008;Mishori et al 2017;Montrezor 2016;Patton et al 2016;Richey Smith et al 2016;Sabri et al 2010) were resolved by consensus discussion among all members of the research team, which yielded three additional studies. Of the 17 studies excluded in this step, one was excluded because no consensus could be reached (Mullen 2018), the others did not meet the inclusion criteria.…”

Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review

“…We identified the role given to end users in the development process of 17/21 SGs (81%) [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]. Table 2 reports the end users' roles in SG development and the methods used to elicit their input.…”

Student-perceived exam difficulty may trump the effects of different quality improvement measures regarding the students’ evaluation of a pediatric lecture series

“…Lectures are still an important part of today’s medical education in many medical schools [1]. Over the last years the lecture series in pediatrics at the Center for Pediatrics, Medical Center, University of Freiburg, Germany (Zentrum für Kinder- und Jugendmedizin, ZKJ) was evaluated poorly in the end of term students’ online evaluation and the exam difficulty was rated as high.…”