Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

Elkhamisy, Fatma Alzahraa Abdelsalam; Wassef, Rita

doi:10.1080/20905068.2021.1954413

Cited by 27 publications

(45 citation statements)

References 37 publications

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“…Moreover, a new modality in asynchronous e-learning pathology is game-based learning such as “Kahoot!”, a mobile game-based online digital formative assessment tool 48 that has recently been evaluated by medical students. 49 Since gaming technologies are considered eligible for opportunistic learning and offer advantageous learning strategies that facilitate continued educational outcomes in moments of down time, 50 we propose that the department should consider its addition to the students’ portfolio.…”

Section: Discussionmentioning

confidence: 99%

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Manou¹,

Lazari²,

Lazaris³

et al. 2022

AMEP

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Purpose Synchronous and asynchronous e-learning is a promising and effective educational method for the delivery of medical lessons. Due to the public health measures implemented during the COVID-19 pandemic, our Pathology Department faced the challenge of a total online transition of the lessons. Therefore, the aim is to evaluate the aspects of the applied e-learning method they received. Materials and Methods At the end of the semester when e-learning was applied, we designed a structured questionnaire consisting of 17 items via Google Forms, which took the students between 5 and 7 minutes to complete. Of the 257 students registered on the Pathology course in the fifth semester, 207 students (80.5%) returned completed valid questionnaires. Results Fifteen of the seventeen components of the e-learning Pathology questionnaire were evaluated highly by the vast majority of the students. The two remaining items, the HIPON platform and the Microlabs e-lessons, were evaluated highly by almost half the students. Approximately 93% of medical students answered that e-learning could be integrated with real class lessons in the medical curriculum: 62.8% (N = 130) of students answered to a great extent, and 30.4% (N = 63) answered to a small extent. Statistically significant differences were found between the demographic characteristics of the participants (gender, permanent residence, working status) and their evaluation of the e-learning items. Conclusion E-learning was successfully implemented for the delivery of the pathology lessons and was widely accepted by the students, providing evidence for its future integration into the medical curriculum. Our findings illuminate various aspects of the students’ experience with e-learning, and we strongly recommend that the students’ evaluation and perspective be taken into consideration by the faculty in the development of policies for higher-quality medical education.

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Section: Discussionmentioning

confidence: 99%

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Manou¹,

Lazari²,

Lazaris³

et al. 2022

AMEP

View full text Add to dashboard Cite

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“…Students’ tendency to repeat interesting interactive learning activities is not limited to the TBL but extends to involve other similar instructional strategies. 59 , 60 …”

Section: Discussionmentioning

confidence: 99%

“…Students' tendency to repeat interesting interactive learning activities is not limited to the TBL but extends to involve other similar instructional strategies. 59,60 Introducing new concepts or change in traditional teaching strategies is challenging and is faced chiefly by significant resistance. 61 While most of previous studies elaborated on the need for developing traditional teaching strategies, few of them outlined clear procedures and steps to do.…”

Section: Dovepressmentioning

confidence: 99%

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Sharif¹,

Kasemy²,

Alquraishi³

et al. 2022

AMEP

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Purpose Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students’ interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL. Methods This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students’ performance and satisfaction. Results A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students’ perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations. Conclusion Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.

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“…In classroom practices, Kahoot is commonly used for running a formative assessment (Elkhamisy & Wassef, 2021;Kohnke & Moorhouse, 2021;Wang & Tahir, 2020). They further mentioned that Kahoot is valuable as an assessment tool, for increasing students' academic performance.…”

Section: Introductionmentioning

confidence: 99%

The impact of game-based student response system on students’ learning outcomes in narrative writing

Susanti

Wang²

2022

ELTF

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This paper is based on research aiming to explore and evaluate the effectiveness of a game-based student response system platform, Kahoot, for teaching narrative writing. By using one group pre-test and post-test design, this quantitative research invited the eleventh-grade students of a senior high school in the academic year of 2021/2022, to actively participate in the project. In this case, the researchers administered a pre-test and post-test for measuring the significant difference in students’ scores, before and after the implementation of Kahoot. Based on the paired sample t-test result, the p-value is 0,000. In addition to that, the t-coefficient is greater than the t-table value, which is 18.436 > 1.690. It means that the difference between students’ skills in writing a narrative text before and after the use of Kahoot, is statistically significant. Specifically, Kahoot could enhance students’ writing in terms of organization, ideas development, grammar, mechanics, and writing style. Since the p-value is less than the significant level or 0,000 < 0,05, and the t-coefficient (18.436) is greater than the t-table (1.690), it can be safely concluded that Kahoot could significantly improve students’ writing skills, specifically in writing a narrative text.

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Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

Cited by 27 publications

References 37 publications

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

The impact of game-based student response system on students’ learning outcomes in narrative writing

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