The effect of educational games on medical students’ learning outcomes: A systematic review: BEME Guide No 14

Akl, Elie A.; Pretorius, Richard W.; Sackett, Kay; Erdley, William Scott; Bhoopathi, Paranthaman Seth S; Alfarah, Ziad; Schünemann, Holger J.

doi:10.3109/01421590903473969

Cited by 180 publications

(160 citation statements)

References 31 publications

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“…Pero además, Weisskirch (2006) sostiene que los pasatiempos pueden servir como herramientas para que los estudiantes puedan medir el grado de comprensión sobre algún tópico particular, a modo de guía de autoevaluación, que les permitirá tener una noción "a la carta" de la comprensión e incorporación de dichos contenidos, lo cual promueve aún más la participación activa de los estudiantes en el proceso de enseñanza-aprendizaje. El beneficio del uso de pasatiempos educativos como herramientas didácticas en el proceso de enseñanza-aprendizaje ha sido evidenciado por numerosos autores (Childers, 1996;Silberman, 1996;McKeachie, 2002;Franklin et al, 2003;Lewis, 2003;Castañeda, 2005;Weisskirch, 2006;Olivares et al, 2008;Akl et al, 2010).…”

Section: Introductionunclassified

Usos De La Evaluación Mediante Pasatiempos Como Estrategia De Aprendizaje Activo

Demyda-Peyrás¹,

Amo²,

Sánchez³

et al. 2018

RIPADOC

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ResumenCon el objetivo de mantener el interés en el estudiante y eventualmente autodireccionar el aprendizaje, es preciso modificar, mejorar o ampliar las estrategias o actividades de enseñanza y aprendizaje que cotidianamente se usan en clase. Para ello se propone una herramienta de uso transversal en cualquier disciplina.Los crucigramas, las sopas de letras y otros entretenimientos intelectuales son un importante recurso en el aula (o fuera de ella), como herramienta educativa y para ampliar la cultura general. Asimismo, constituyen una importante actividad para ocupar el ocio y entretenerse aprendiendo. Los juegos educativos están siendo ampliamente utilizados como diferentes formas de estudio por parte de los estudiantes en diferentes cursos académicos y áreas de estudio y se están convirtiendo en el método más deseado de aprendizaje, ya que hace que la carga de estudio sea menos pesada y que los alumnos disfruten el estudio.Algunas de las propiedades de la resolución de recursos educativos son: 1. Promueve el dominio específico de un área de conocimiento concreta. 2. Es una forma de estimular el aprendizaje de los estudiantes, que les permite recordar y visualizar la información más relevante de cada materia. 3. Impacta en el desarrollo cognitivo del alumno. 4. Motiva a los alumnos a aprender en lugar de memorizar. 5. Impulsa la confianza del estudiante al obtener respuestas correctas. 6. Es concebido por los estudiantes como un juego o una actividad recreativa. 7. Es una herramienta de aprendizaje efectiva de la terminología, definiciones, ortografía y relación de conceptos clave. 8. Permite a los docentes medir competencias y habilidades alcanzadas por los alumnos. Por todo ello, la elaboración de un cuaderno de crucigramas y el juego de preguntas Kahoot con distintos niveles de aprendizaje (básico, medio, alto) y estructurado por temáticas, permite a los estudiantes de las distintas asignaturas impartidas por los docentes participantes del presente estudio:-Motivar el aprendizaje activo de forma entretenida.-Mejorar el lenguaje escrito (ortografía y vocabulario) -Mejorar los resultados de la evaluación del conocimiento al familiarizarse con los conceptos clave de cada asignatura y al mejorar la concentración.

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Section: Introductionunclassified

Usos De La Evaluación Mediante Pasatiempos Como Estrategia De Aprendizaje Activo

Demyda-Peyrás¹,

Amo²,

Sánchez³

et al. 2018

RIPADOC

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“…However, further objective assessment of the use of all types of electronic media in medical education is needed before widespread adoption can be justified [13,14]. Specifically, it is unclear whethertheimprovedinterestandsatisfactionseenwithelectronic educational content translates to improved learning and material retention.Thereislimiteddatacomparinggame-basedteachingto didactic lectures withrespect to information retention andconcept understanding, and the few studies performed have shown conflicting results [15,16].…”

Section: Introductionmentioning

confidence: 99%

Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education

et al. 2016

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Background Games with educational intent offer a possible advantage of being more interactive and increasing learner satisfaction.Objective We conducted a two-armed experiment to evaluate student satisfaction and content mastery for an introductory pediatric radiology topic, taught by either an interactive digital game or with a traditional didactic lecture. Materials and methods Medical students participating in a fourth-year radiology elective were invited to participate. Student cohorts were alternatively given a faculty-supervised 1h session playing a simple interactive digital Tic-tac-toe quiz module on pediatric gastrointestinal radiology or a 1h didactic introductory lecture on the same topic. Survey questions assessed the learners' perceived ability to recall the material as well as their satisfaction with the educational experience. Results of an end-of-rotation exam were reviewed to evaluate a quantitative measure of learning between groups. Survey responses were analyzed with a chi-squared test. Exam results for both groups were analyzed with a paired Student's t-test. Results Students in the lecture group had higher test scores compared to students in the game group (4.0/5 versus 3.6/5, P = 0.045). Students in the lecture group reported greater understanding and recall of the material than students in the game group (P < 0.001 and P = 0.004, respectively). Students in the lecture group perceived the lecture to be more enjoyable and a better use of their time compared to those in the game group (P = 0.04 and P < 0.001, respectively). There was no statistically significant difference between the lecture and game group in ability to maintain interest (P = 0.187). In comparison to pre-survey results, there was a statistically significant decrease in interest for further digital interactive materials reported by students in the game group (P = 0.146). Conclusion Our experience supported the use of a traditional lecture over a digital game module. While these results might be affected by the specific lecture and digital content in any given comparison, a digital module is not always the superior option.

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“…This increases the risk of skill loss during this retention period and thus may lead to lower transfer. This risk counts especially for procedural tasks that must be practiced often to acquire routine ( Van Merrienboer & Kirschner, 2007 (Akl et al, 2010).…”

Section: Type Of Tasksmentioning

confidence: 99%

Transfer of Training of An Educational Serious Game: The Effectiveness of the CASHIER TRAINER

Oprins¹,

Korteling²

2013

Gaming Media and Social Effects

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In this study transfer of gaming is investigated for a particular case, the Cashier Trainer. This is an instructional simulation game with an intelligent tutoring system that can be done individually. Its purpose is to train new cashier employees. (Sitzmann, 201l). This is especially useful when conventional training, e.g. on-the-job training (OJT) does not provide suitable opportunities because ofrisks caused by errors, costs ofusing the 'real' system, legislation, sustainability, training scenario generation, or the limited availability of the operational environment . In OJT a supervisor usually coaches the learner while performing tasks in the real-life set-

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The effect of educational games on medical students’ learning outcomes: A systematic review: BEME Guide No 14

Cited by 180 publications

References 31 publications

Usos De La Evaluación Mediante Pasatiempos Como Estrategia De Aprendizaje Activo

Usos De La Evaluación Mediante Pasatiempos Como Estrategia De Aprendizaje Activo

Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education

Transfer of Training of An Educational Serious Game: The Effectiveness of the CASHIER TRAINER

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