Improving Abnormality Detection on Chest Radiography Using Game-Like Reinforcement Mechanics

Chen, Po-Hao; Roth, H; Galperin-Aizenberg, Maya; Ruutiainen, Alexander T.; Gefter, Warren B.; Cook, Tessa S.

doi:10.1016/j.acra.2017.05.005

Cited by 27 publications

(23 citation statements)

References 25 publications

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“…In most studies (n = 5), multiple game attributes were related to a chosen theory. In three out of the seven clarification studies, the authors referred to Experiential Learning Theory (El Tantawi et al 2018;Koivisto et al 2016;Verkuyl et al 2017) and in each of the remaining four studies the authors referred to a different theory: Reinforcement Learning Theory (Chen et al 2017), Social Comparison Theory (Van Nuland et al 2015, Self-Directed Learning (Fleiszer et al 1997) and Deliberate Practice Theory (Butt et al 2018). Each theory will be discussed briefly below, with specific attention to how these theories can be linked to game elements.…”

Section: The Use Of Theorymentioning

confidence: 99%

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Gamification of health professions education: a systematic review

Gaalen

Brouwer

Schönrock-Adema

et al. 2020

Adv in Health Sci Educ

292

223

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Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.

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Section: The Use Of Theorymentioning

confidence: 99%

“…Two studies stood out for the way in which they used theory to explain the effect of a single game attribute. Van Nuland et al (2015) used social comparison theory to explain the effect of competition and Chen et al (2017) used Reinforcement Learning Theory to explain the effect of direct feedback in digital learning.…”

Section: The Use Of Theorymentioning

confidence: 99%

Gamification of health professions education: a systematic review

Gaalen

Brouwer

Schönrock-Adema

et al. 2020

Adv in Health Sci Educ

292

223

View full text Add to dashboard Cite

show abstract

“…Educational games are gaining impact beyond traditional didactics in medical education (Bochennek et al, ; Selby et al, ; Akl et al, , ). There is much experimental evidence that supports their beneficial effect on learning (Pitt et al, ; Pesare et al, ), specifically in fields such as surgery (Kerfoot and Kissane, ), internal medicine (Nevin et al, ), and radiology (Chen et al, ). Competition is a key element in many educational games frequently adopted by educators to motivate their students, with reported results related to increased academic performance (Van Nuland et al, ).…”

Section: Introductionmentioning

confidence: 99%

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

Lorenzo-Alvarez¹,

Rudolphi‐Solero

Ruiz-Gómez

et al. 2019

Anatomical Sciences Ed

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Game‐based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition‐based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium‐term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third‐year medical students voluntarily participated in an online game based on self‐guided presentations and multiple‐choice tests over six 6‐day stages. Participants and non‐participants were invited to perform an evaluation questionnaire about the experience and a post‐exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10‐point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post‐exposure test than non‐participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game‐based learning within Second Life is an effective and well‐accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium‐term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non‐participants.

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“…In line with others, we propose that gamification could be the solution (Graafland et al, ; Schrope, ). Indeed, some variants of it have already found their way into medical practice (Chen et al, ; Janssen et al, ). Needless to say, people inherently enjoy playing games, and in the context of education it can help to engage the audience (e.g.…”

Section: Introductionmentioning

confidence: 99%

Gamifying anatomy education

et al. 2018

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The objective of our research is to find out if gamification increases motivation for self-directed learning (SDL) of human anatomy among year 1 medical students, and more importantly, their academic grades (n = 120). At the NUS Yong Loo Lin School of Medicine, anatomy teaching has traditionally been delivered via didactic means. To encourage more active learning, suitable games (non-digital) and the script concordance test were utilized to enhance the process. The flipped classroom approach was also introduced to further trigger active learning. In addition, the use of mobile apps (digital) was also initiated as supplements for SDL. Feedback was collected based on the previously validated PRO-SDL scale. Results from the research yielded inconclusive evidence to support enhanced motivation among our students due to gamification (P > 0.05). However, it did help to encourage active participation for a "fun learning" experience supported by numerous positive comments. More importantly, the participant's continuous assessment (CA1, CA2, and CA3) and objective specific practical exam results were better than the cohort's average (P < 0.05), suggesting that enhanced meta-cognition, and factual recall had taken place. While it is positive, there are some caveats to note with gamification, first and foremost, that it is tutor dependent. Taken together, gamification could represent a new paradigm for anatomy education, and also an opportune time to change the prevailing culture in the healthcare and education industry. Clin. Anat. 31:997-1005, 2018. © 2018 Wiley Periodicals, Inc.

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Improving Abnormality Detection on Chest Radiography Using Game-Like Reinforcement Mechanics

Cited by 27 publications

References 25 publications

Gamification of health professions education: a systematic review

Gamification of health professions education: a systematic review

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

Gamifying anatomy education

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