Development and Evaluation of a Serious Game for Teaching ICD-10 Diagnosis Coding to Medical Students

Agudelo-Londoño, Sandra; Gorbanev, Iouri; Delgadillo, Vivian; Muñoz, Óscar; Cortés, Ariel; González, Rafael A.; Pomares-Quimbaya, Alexandra

doi:10.1089/g4h.2018.0101

Cited by 9 publications

(3 citation statements)

References 26 publications

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“…Teaching hand hygiene and diarrhea prevention methods through educational games has been confirmed to enhance users' awareness and practice of public health habits [17,18]. Although serious games have potential for use in medical education and promote proactiveness in learners, it is necessary to strike a balance between instructional theories, educational content, and game interaction to effectively enhance learning performance [19].…”

Section: Introductionmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.

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Section: Introductionmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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“…These tools ranges from both hardware, software and applications designed for academic intentions. Ishaq et al, (2020), Priyanda et al (2020) and Agudelo et al (2019) opined that ICT offers many benefits and engenders a new wave of revolution in educational spheres. A study by Gómez-Fernández and Mediavilla (2021) revealed a favorable correlation between ICT utilization and academic performance.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

Hudu,

Kwakye,

Bornaa

et al. 2024

ejtas

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The study explored the relationship between information and communication technology (ICT) self-efficacies and students’ mathematics performance using the GeoGebra software in teaching quadratic functions to senior high school (SHS) students in the West Gonja Municipality of the savannah region. ICT capabilities were defined as the functionalities offered by ICT in mathematics education that students identify and utilize to address their learning needs, including computational and graphing capabilities. The pre-test/post-test non-equivalent control group design with a quantitative research approach were employed for data collection. A sample of 120 participants were selected from three Senior High Schools in the West Gonja Municipality via the stratified random sampling technique. Data were collected through performance tests and students survey questionnaire and analyzed using descriptive statistics, independent samples t-test and correlation analysis. Notably, the study observed that there was comparable/significant difference between the posttest mean scores of students taught using GeoGebra and students taught without it. The results also indicated GeoGebra as an effective technological tool for improving students’ computational and graphing competencies, both of which revealed significant and positive association with mathematics performance. Analysis of the responses of students' opinions/perceptions of GeoGebra as an ICT tool in teaching quadratic functions revealed an overwhelming majority of students had positive perceptions of GeoGebra, considering it an effective tool for teaching and learning quadratic functions, enhancing their understanding, computational skills, and motivation. They also expressed willingness to recommend it to their peers, indicating strong support for its integration into mathematics education. As a result, the study proposed the full integration of ICT into the SHSs’ curriculum. Additionally, it recommended focusing on enhancing the ICT competencies of SHS students to effectively leverage ICT in their educational endeavors.

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“…Os métodos de mensuração desta efetividade variam entre os estudos, desde comparação de escores antes e após a implementação dos jogos (Agudelo-Londono et al, 2019), a relatos de experiências e opiniões dadas pelos usuários dos jogos (Guckian et al, 2020) e especialistas da área (Vaena, & Alves, 2018). Estes dados corroboram com a literatura científica, em que autores têm dificuldade de determinar a eficiência destes jogos por não haver um parâmetro claro de comparação entre os diferentes métodos de gamificação (Gorbanev et al, 2018).…”

Section: Eficácia Da Estratégia De Gbl Na Aprendizagem Significativa ...unclassified

Game-based learning como estratégia de ensino e aprendizagem no ensino médico

Ribeiro

Germano²,

Bruno

et al. 2022

RSD

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A Aprendizagem Baseada em Jogos (Game-based learning - GBL) refere-se a uma abordagem inovadora oriunda do uso de jogos que possuem valor educacional para fins de ensino. Embora várias pesquisas realizadas relacionando jogos e ensino, poucos estudos têm explorado a eficácia da utilização da aprendizagem baseada em jogos na educação de cursos da área médica. Este trabalho tem como objetivo a elaboração de uma revisão da literatura para avaliar a eficácia dessa nova metodologia no ensino na área da medicina. A pesquisa foi realizada nas bases: PubMed, Biblioteca Virtual em Saúde (BVS) e Cochrane. Foram utilizados os termos constantes no DeCs: “Jogos Experimentais”, “Ensino”, “Educação de Graduação em Medicina" em língua portuguesa e inglesa, considerando ainda seus sinônimos, em combinações e associações aos operadores booleanos. Dentre os 529 artigos recuperados, 38 foram selecionados para leitura na íntegra. Os resultados mostram que as estratégias de GBL são tão eficientes quanto as aulas tradicionais, apresentando o diferencial frente esta última por serem mais propícios ao engajamento do aluno, bem como divertidos e interativos. O uso de técnicas de Game-Based Learning promove o ensino e a aprendizagem de tópicos associados às Ciências Médicas no Ensino Superior, podendo ser tão ou mais eficiente que os modelos de ensinagem tradicionalmente adotados. Ainda, GBL promove a motivação necessária ao aluno adulto no seu processo de aprendizagem, sendo este um importante diferencial frente às demais metodologias baseadas na simples exposição de conteúdos pelo docente.

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Development and Evaluation of a Serious Game for Teaching ICD-10 Diagnosis Coding to Medical Students

Cited by 9 publications

References 26 publications

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

Game-based learning como estratégia de ensino e aprendizagem no ensino médico

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