Twelve tips for maximizing the effectiveness of game-based learning

Pitt, Michael B.; Borman-Shoap, Emily; Eppich, Walter

doi:10.3109/0142159x.2015.1020289

Cited by 41 publications

(39 citation statements)

References 16 publications

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“…The use of pre-and post-questionnaire helps in analysis of how well the learners have learnt about the concepts [27,28]. In our current study, the analysis showed the effectiveness of delivering the principles following a simple game and the impact on the learners (faculties) at the end of the workshop.…”

Section: Structured Inquiry Guided Inquirymentioning

confidence: 65%

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Srinivasan¹,

Bryant²

2018

J Contemp Med Edu

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Background and Aim: Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose, and treat patients. Many educational strategies exist to foster this process, one of which is problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a "Magnetic Building Set" as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL, especially, the importance of identification of learning objectives, designing a problem on predesigned objectives, and the relation of PBL to inquiry based learning. This study also depicts how a simple game can make the participants correlate with the principles behind PBL. Methods: A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curriculum were included in the medical education orientation workshop on PBL. The faculty members were divided into three groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially, there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre-and post-game questionnaire. Results: After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. Conclusion: Various instructional strategies are employed in adult learning. Further, game-based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.

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Section: Structured Inquiry Guided Inquirymentioning

confidence: 65%

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Srinivasan¹,

Bryant²

2018

J Contemp Med Edu

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“…2,4,15,16,35,45,66,84 These simulation programs can be improved significantly by game-based simulation training including scoring and timed challenges. 17,47,65 Teaching, Learning, and Assessment Outside of the Operating Room…”

Section: Neurosurgical Simulationmentioning

confidence: 99%

Neurosurgeon as educator: a review of principles of adult education and assessment applied to neurosurgery

Jensen

Alzhrani

Kestle

et al. 2017

Journal of Neurosurgery

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“…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%

“…This study sought to create an experience that maximizes students' interest in radiological anatomy and radiological signs. In keeping with principles of effective game‐based learning design (Pitt et al, ), this study built a framework for a game‐like competition that allows players to learn the material through self‐guided presentations. The authors hypothesize that a voluntary, competition‐based educational game in Second Life, parallel to the students' formal training in radiology, is positively perceived by the students and improves their knowledge about radiological anatomy and radiological signs.…”

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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Twelve tips for maximizing the effectiveness of game-based learning

Cited by 41 publications

References 16 publications

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Neurosurgeon as educator: a review of principles of adult education and assessment applied to neurosurgery

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

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