Serious Game for the Cardiovascular System Anatomy

Conceição, Karolini R.; Lemos, Robson Rodrigues; Fiuza, Patricia Jantsch; Cechinel, Cristian; Rudolph, Cristiane Meneghelli

doi:10.31686/ijier.vol7.iss12.2018

Cited by 1 publication

(2 citation statements)

References 17 publications

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“…The present study builds upon the authors' previous work by improving upon the game-based rehearsal intervention and comparing it to an established game-free modality. 24 Results EducaAnatomia3D, 87 and Anatomy Adventure, 88 have all reported such positivity. Moreover, much of the research into serious games focuses heavily on the validation and efficacy of such interventions, with comparatively little focus on how they might be perceived by students and trainees, 5,88,89 thus limiting the frequency by which such conclusions can be drawn.…”

Section: Discussionmentioning

confidence: 92%

“…Though studies comparing game‐based interventions with traditional methods usually do not include measures of engagement, 5,86 the high game groups Flow scores reported by the present study are comparable to the more positive attitudes afforded by medical students to similar interventions. Games dedicated to anatomical education, while sparse, such as The King's Request , 16 EducaAnatomia3D , 87 and Anatomy Adventure , 88 have all reported such positivity. Moreover, much of the research into serious games focuses heavily on the validation and efficacy of such interventions, with comparatively little focus on how they might be perceived by students and trainees, 5,88,89 thus limiting the frequency by which such conclusions can be drawn.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Rehearsal‐based digital serious boardgame versus a game‐free e‐learning tool for anatomical education: Quasi‐randomized controlled trial

Tan

Chong

et al. 2023

Anatomical Sciences Ed

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Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and testing of a digital serious boardgame designed to facilitate the rehearsal of musculoskeletal anatomy based on self‐determination theory with considerations for the psychological state of Flow. It was hypothesized that students assigned to the intervention game condition would attain higher Flow scores, a measure of engagement and intrinsic motivation, than students assigned to the game‐free control, and that the intervention condition would report either superior or non‐superior, but not inferior, scores on a surprise recall test. A total of 36 second‐year undergraduate medical students participated in the quasi‐randomized controlled trial, where the intervention groups went first and randomly drew questions that were mirrored into the control groups. All students were administered an identical 10‐question baseline assessment before their interventions, the Short Flow Scale immediately after, and a surprise test four‐to‐six weeks later. Independent samples t‐tests indicated that students of both conditions were of similar baseline knowledge (t = 0.7, p = 0.47), significantly higher Flow scores in the game condition (t = 2.99, p = 0.01), and no significant differences between surprise test scores (t = −0.3, p = 0.75). The game appears to be an appropriate game‐based tool for student rehearsal of anatomical education, stemming from a strong theoretical base that facilitates high engagement and intrinsic motivation.

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Section: Discussionmentioning

confidence: 92%