Game‐Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment

Abstract

These results suggest that traditional lectures are more effective in increasing student knowledge, whereas educational games are more effective for student enjoyment. From this case study we recommend alteration or a combination of these teaching methods to make learning both effective and enjoyable.

The effectiveness of intervention with board games: a systematic review

“…A typical game session requires two to four players and lasts about 15–30 min.Participants were 1313 children.The treatment group: n = 837, the first post-assessment at 8 months: n = 651, the second post-assessment at 18 months: n = 254.The control group: n = 476, the first post-assessment at 8 months: n = 356, the second post-assessment at 18 months: n = 202.The treatment group: the children participated in one session (15–30 min) with the board game Kaledo, every week for 20 weeks.The control group: the children did not play with Kaledo.The treated group significantly increased the consumption of healthy food, and decreased junk food consumption compared to the control group.The treated group significantly increased in frequency and duration of physical activity compared to the control group.The BMI z-score in the treated group significantly decreased compared to that in the control group.Unable to calculateUnable to calculateKarbownik et al (2016) [20]RCTThe board game “AntimicroGAME” was designed to integrate bacteriology and mechanisms of action of antimicrobial drugs. The factual content of the “AntimicroGAME” was based around the existing basic medical pharmacology syllabus for the undergraduate course in medicine and further revised by an independent senior specialist in medical pharmacology.Participants were 124 students.The board game group: n = 63 (mean age: 23.2 ± 1.1).The control group (lecture-based seminar): n = 61 (mean age: 23.6 ± 1.7).The board game group: participants played board game “AntimicroGAME”.The control group: participants received lecture-based seminar.The board game group significantly increases knowledge retention at post-test in final examination.Knowledge retention of board game group was higher than lecture-based seminar group.Unable to calculateUnable to calculateViggiano et al (2015) [21]cRCTThe board game “Kaledo”Participants were 3110 (9–19 years old).The treatment group: n = 1663 (mean age: 13.3), the follow-up after 6 months: n = 1076, the follow-up after 18 months: n = 624.The control group: n = 1447 (mean age: 13.0), the follow-up after 6 months: n = 1080, the follow-up after 18 months: n = 421.The treatment group: the treatment group received Kaledo each week over 20 consecutive weeks.The control group: the control group did not receive any intervention.At the first post-assessment after 6 months, the treatment group obtained significantly higher scores than the control group on the adolescent food habits checklist (the examination of healthy eating behaviors in adolescents), nutrition knowledge, healthy and unhealthy diet and food, physical activity and lifestyle, food habits.The treated group had significantly lower BMI z-score with respect to the controls at the first post-assessment after 6 months, and second post-assessment after 18 months.Unable to calculateUnable to calculateCharlier & Fraine (2013) [22]cRCTThe educational board game in first aid: the game board is a landscape of a developing country built by the players as the game progress. The goal of the game is to build the most first aid posts and hospitals by collecting question cards (representing building material).Participants were 120 children in general secondary.The board game group: n = 62.The lecture group: n = 58.The board game group: participants pla...…”

Does Competition Work as a Motivating Factor in E-Learning? A Randomized Controlled Trial

“…We know that game-based learning is more effective for student enjoyment but less effective for learning [19]. However the students from the competing group reported to use significantly shorter time studying for the exam outside the system.…”

Effects of a Collaborative Board Game on Bullying Intervention: A Group‐Randomized Controlled Trial

“…Game‐based approaches have been implemented in school health programs to promote nutrition education, first aid knowledge, and physical activities . This study provides the notion that game‐based approach could also be an innovative platform for bullying intervention.…”