Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis

Autor/inn/en	Zhao, Jingjie; Zhou, Kaiyuan; Ding, Yi
Titel	Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 4, S.451-462 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00587-5
Schlagwörter	Game Based Learning; Medical Education; Instructional Effectiveness; Student Satisfaction; Knowledge Level; Computer Games; Student Attitudes + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Unterrichtserfolg; Wissensbasis; Computer game; Computerspiel; Computerspiele; Schülerverhalten
Abstract	Applying digital games (DG) in medical education and learning is increasing. The purpose of this meta-analysis was to determine the effectiveness of DG compared with other methods in terms of improving knowledge or satisfaction of learners in the medical field. An extensive search of publications dated between 2010 and 2020 was carried out through five databases. The citations as well as extracted data from articles were independently assessed, and randomized controlled trials (RCTs) were eligible acceding to inclusion. The methodological quality was evaluated using the Grading of Recommendations, Assessment, Development, and Evaluations assessment (GRADE). To screen the systematic results, standardized mean difference (SMD) was used, and the pooled effect sizes were calculated by random effects model. I2 statistics, meta-regression and subgroup analyses were applied to evaluate the heterogeneity. In total 13 RCTs with 1236 subjects were included in research. The systemic analysis indicated a significantly improved effectiveness in support of DG compared to controls in medical education (SMD = 0.58, 95% confidence interval (CI) [0.46-0.69], p < 0.001), without significant publication bias. Additionally, significantly better outcomes were found in the long-retention of knowledge score (SMD = 0.37, 95% CI [0.19-0.55], p < 0.001). However, in the subgroup analysis no significance was indicated in the outcome of overall knowledge after using DG compared with other digital methods (SMD = 0.58, 95% CI [0.46-0.69], p < 0.001). Additionally, six studies assessed the attitude of learners, all of which reported a preference for DG. These results suggest that a DG-based medical curriculum could generate a significant improvement in learning compared to traditional methods. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01