Digital Games-Based Learning in Undergraduate Pathology and Medical Education
Matthew Grabinsky, Joyce Thomas, Christopher Gould, Jordan Holmes & Rickesh Kotecha Introduction One instructional strategy that is gaining momentum with educators, is the use of digital games-based learning (DGBL). Although there is a rapid increase in the use of DGBL as a teaching strategy, there is not a substantial body of empirical research to support all claims of its benefits. For this reason, traditional graduate programs such as medicine have not embraced DGBL. In comparison to engineering programs, which engage and incorporate technology in their daily practice of teaching and learning.
Research Question Researchers Rani Kanthan and Jenna-Lynn Senger, conducted a study on the effects of DGBL with first and second year medical and dental students at the University of Saskatchewan, in Saskatoon. The purpose of the this study was to examine the effectiveness of the implementation of study specially designed digital games in (1) improving academic performance/learning outcomes, as measured by examination test scores, and (quantitative) (2) examining student satisfaction and perceptions of DGBL. (qualitative) Kanthan, R., & Senger, J. 2011. The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education. Arch Pathol Lab Med. Vol. 135:135-142
Gaming Design Collaborative project between a College of Medicine faculty member together with members of a developmental team from Educational Media Access and Production Created specifically designed content-relevant digital games for the pathology courses for students registered in the first and second year of undergraduate medical education Game design principles included gaming strategies of problem solving,strategic thinking, and interpretive analysis with the overall aim of encouraging engagement and motivation to learn in a fun game like environment The first game, Path to Success, places students in virtual life or death situations. Test questions were all MC. The second game, The Path is Right, has students placing wagers on their knowledge. Test question were MC, fill in the blank and matching.
Methods First-Year Medical Students (2007-2009) 114 first-year students enrolled in Med 102 during the study periods (07- 09).
The midterm examination for 07-08 had 50 questions.
The final examination for 07-08 had 70 questions.
Results of the exams were tabulated by a blind evaluator.
Students had access to games for 2 weeks before midterm and final. Were told that games would act as supplemental study aide Results First-Year Medical Students (2007-2009)
The performance scores to the examination question cohorts studied were divided into 3 categories:
All questions
Top 10 questions
Bottom 10 questions
.
Results First-Year Medical Students (2007-2009) - Top and bottom 10 questions were identified by the number of students who answered correctly.
- In all four cases (two years of midterm/final), the most accurately answered questions were the same 10 questions from the digital game content.
- The top 10 questions 98% got the answers correct for both the midterm and final.
- The bottom 10 questions had very different performance between the midterm and final.
- Midterm was about 57% in each year, while final was more like 35%. Methods Second-Year Medical Students (2008-2009) 77 Year 2 pathology students were exposed to the games The midterm test acted as a control for the gaming intervention that was given 2 weeks before the final exam (year-long course) The final exam and midterm covered independent material It was not directly stated how much of the final exam material was covered in the games Results Second-Year Medical Students (2008-2009) The exam results on the midterm in Med 202 for the second-year medical students ranged from 53.06% to 88.50% with a mean of 74.31%, whereas the final examination results ranged from 57.84% to 89.22% with a mean of 75.52% Only change that was statistically significant was the bottom range elevation from 53.06% to 57.84% (p=0.04) Authors conclude DGBL is particularly good for poor performing students
Student Satisfaction Survey
The games used throughout the experiment received excellent feedback from the students, even with the high level and tedious learning material Every student in the class had at least one interaction with the software and game Virtual prizes were concluded to motivate students to achieve deeper "levels" Based on the survey results, students requested that more digital games were implemented Comments The results from the Med 102 study showed that the use of the digital gaming reinforced and enhanced academic performance when compared to the traditional lecture/passive reading methods These results were explained and supported with quantitative data that compared the ranges of the midterms and finals written A conclusion was made that even the weakest students benefited more from this e-teaching/learning resource
Conclusion The use of technology and digital learning tools should not be used as a replacement for the interaction and experience students should receive from an actual teacher More of an interactive supplementary tool that requires independent and self-controlled learning and studying
Discussion
Do you think that a game containing multiple choice questions, such as the ones used in this experiment, enhance higher order and critical thinking skills?
How would you account for the statistical difference between the first and second year cohorts?
Was this experiment reflective of true game based learning and the gamification of the learning environment?