School of Nursing, University of Wisconsin-Madison, Madison, Wisconsin 53792, USA.
J Am Coll Health. 2012;60(5):403-14. doi: 10.1080/07448481.2012.667464.
Compare feedback strategies in 3 versions of an educational game.
Study abroad students (N = 482) participated by playing the game and completing pregame/postgame surveys January-March 2010.
This study employed an experimental design. Primary outcome measures were knowledge gain, player satisfaction, and risk perception.
One-third had previously traveled to a malaria-risk region, and two thirds planned to do so. Baseline malaria knowledge was low. Postgame knowledge and risk perception were significantly higher than pregame, irrespective of past travel status. The group that automatically received explanatory feedback following game decisions scored higher for mean knowledge gain, without differences in player satisfaction.
The challenges of designing a feedback strategy to support Web-based learning make these results highly relevant to health educators developing interactive multimedia interventions. The increasing number of students traveling to higher-risk destinations demands attention. Both malaria-naive and malaria-experienced students would benefit from this approach to travel health education.
比较 3 个版本教育游戏中的反馈策略。
2010 年 1 月至 3 月，通过玩游戏和完成游戏前后的调查，共有 482 名留学学生参与了本研究。
本研究采用了实验设计。主要结果衡量指标包括知识获取、玩家满意度和风险感知。
三分之一的参与者曾前往疟疾风险地区，三分之二的参与者计划前往。基线疟疾知识水平较低。无论过去的旅行状况如何，游戏后的知识和风险感知都显著高于游戏前。与玩家满意度无差异的是，在游戏决策后自动接收解释性反馈的组在平均知识获取方面得分更高。
设计反馈策略以支持基于网络的学习具有挑战性，这使得这些结果与开发交互式多媒体干预措施的健康教育者密切相关。越来越多的学生前往高风险目的地，这一问题需要引起重视。对疟疾陌生和有经验的学生都将从这种旅行健康教育方法中受益。
