Courtier Jesse, Webb Emily M, Phelps Andrew S, Naeger David M
Department of Radiology and Biomedical Imaging, University of California, San, Francisco UCSF Benioff Children's Hospital,, 505 Parnassus Ave., San Francisco, CA, 94143, USA.
Department of Radiology and Biomedical Imaging, University of California, San Francisco, 505 Parnassus Ave., San Francisco, CA, 94143, USA.
Pediatr Radiol. 2016 Dec;46(13):1787-1796. doi: 10.1007/s00247-016-3692-x. Epub 2016 Aug 31.
Games with educational intent offer a possible advantage of being more interactive and increasing learner satisfaction.
We conducted a two-armed experiment to evaluate student satisfaction and content mastery for an introductory pediatric radiology topic, taught by either an interactive digital game or with a traditional didactic lecture.
Medical students participating in a fourth-year radiology elective were invited to participate. Student cohorts were alternatively given a faculty-supervised 1h session playing a simple interactive digital Tic-tac-toe quiz module on pediatric gastrointestinal radiology or a 1h didactic introductory lecture on the same topic. Survey questions assessed the learners' perceived ability to recall the material as well as their satisfaction with the educational experience. Results of an end-of-rotation exam were reviewed to evaluate a quantitative measure of learning between groups. Survey responses were analyzed with a chi-squared test. Exam results for both groups were analyzed with a paired Student's t-test.
Students in the lecture group had higher test scores compared to students in the game group (4.0/5 versus 3.6/5, P = 0.045). Students in the lecture group reported greater understanding and recall of the material than students in the game group (P < 0.001 and P = 0.004, respectively). Students in the lecture group perceived the lecture to be more enjoyable and a better use of their time compared to those in the game group (P = 0.04 and P < 0.001, respectively). There was no statistically significant difference between the lecture and game group in ability to maintain interest (P = 0.187). In comparison to pre-survey results, there was a statistically significant decrease in interest for further digital interactive materials reported by students in the game group (P = 0.146).
Our experience supported the use of a traditional lecture over a digital game module. While these results might be affected by the specific lecture and digital content in any given comparison, a digital module is not always the superior option.
具有教育意图的游戏具有更高的互动性和更高的学习者满意度等潜在优势。
我们进行了一项双臂实验，以评估通过交互式数字游戏或传统讲授式讲座教授的儿科放射学入门主题的学生满意度和内容掌握情况。
邀请参加四年级放射学选修课的医学生参与。学生群体被交替安排参加由教师监督的1小时课程，其中一组玩关于儿科胃肠道放射学的简单交互式数字井字棋测验模块，另一组参加关于同一主题的1小时讲授式入门讲座。调查问题评估了学习者对材料的记忆能力以及他们对教育体验的满意度。复习轮转结束时考试的结果，以评估两组之间学习的量化指标。使用卡方检验分析调查回复。使用配对学生t检验分析两组的考试结果。
讲座组的学生比游戏组的学生考试成绩更高（4.0/5对3.6/5，P = 0.045）。讲座组的学生报告说比游戏组的学生对材料有更好的理解和记忆（分别为P < 0.001和P = 0.004）。与游戏组的学生相比，讲座组的学生认为讲座更有趣，时间利用更充分（分别为P = 0.04和P < 0.001）。讲座组和游戏组在保持兴趣的能力方面没有统计学上的显著差异（P = 0.187）。与调查前的结果相比，游戏组的学生报告对进一步数字互动材料的兴趣有统计学上的显著下降（P = 0.146）。
我们的经验支持使用传统讲座而非数字游戏模块。虽然这些结果可能会受到任何特定比较中具体讲座和数字内容的影响，但数字模块并不总是更好的选择。
