Rehearsal-Based Digital Serious Boardgame versus a Game-Free E-Learning Tool for Anatomical Education: Quasi-Randomized Controlled Trial

Autor/inn/en	Tan, Jun Wen; Chong, Darren Kai Siang; Ng, Kian Bee; Car, Lorainne Tudor; Mogali, Sreenivasulu Reddy
Titel	Rehearsal-Based Digital Serious Boardgame versus a Game-Free E-Learning Tool for Anatomical Education: Quasi-Randomized Controlled Trial
Quelle	In: Anatomical Sciences Education, 16 (2023) 5, S.830-842 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Jun Wen) ORCID (Mogali, Sreenivasulu Reddy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2286
Schlagwörter	Educational Games; Electronic Learning; Anatomy; Self Determination; Psychological Patterns; Learner Engagement; Learning Motivation; Recall (Psychology); Scores; Undergraduate Students; Medical Students + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Anatomie; Selbstbestimmung; Motivation for studies; Lernmotivation; Abberufung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01