Chon Seung-Hun, Timmermann Ferdinand, Dratsch Thomas, Schuelper Nikolai, Plum Patrick, Berlth Felix, Datta Rabi Raj, Schramm Christoph, Haneder Stefan, Späth Martin Richard, Dübbers Martin, Kleinert Julia, Raupach Tobias, Bruns Christiane, Kleinert Robert
Department of General, Visceral and Cancer Surgery, University Hospital of Cologne, Cologne, Germany.
University of Cologne, Cologne, Germany.
JMIR Serious Games. 2019 Mar 5;7(1):e13028. doi: 10.2196/13028.
Serious games enable the simulation of daily working practices and constitute a potential tool for teaching both declarative and procedural knowledge. The availability of educational serious games offering a high-fidelity, three-dimensional environment in combination with profound medical background is limited, and most published studies have assessed student satisfaction rather than learning outcome as a function of game use.
This study aimed to test the effect of a serious game simulating an emergency department ("EMERGE") on students' declarative and procedural knowledge, as well as their satisfaction with the serious game.
This nonrandomized trial was performed at the Department of General, Visceral and Cancer Surgery at University Hospital Cologne, Germany. A total of 140 medical students in the clinical part of their training (5th to 12th semester) self-selected to participate in this experimental study. Declarative knowledge (measured with 20 multiple choice questions) and procedural knowledge (measured with written questions derived from an Objective Structured Clinical Examination station) were assessed before and after working with EMERGE. Students' impression of the effectiveness and applicability of EMERGE were measured on a 6-point Likert scale.
A pretest-posttest comparison yielded a significant increase in declarative knowledge. The percentage of correct answers to multiple choice questions increased from before (mean 60.4, SD 16.6) to after (mean 76.0, SD 11.6) playing EMERGE (P<.001). The effect on declarative knowledge was larger in students in lower semesters than in students in higher semesters (P<.001). Additionally, students' overall impression of EMERGE was positive.
Students self-selecting to use a serious game in addition to formal teaching gain declarative and procedural knowledge.
严肃游戏能够模拟日常工作实践，是传授陈述性知识和程序性知识的潜在工具。提供高保真三维环境并具备深厚医学背景的教育类严肃游戏数量有限，并且大多数已发表的研究评估的是学生满意度，而非游戏使用对学习成果的影响。
本研究旨在测试一款模拟急诊科的严肃游戏（“EMERGE”）对学生陈述性知识和程序性知识的影响，以及他们对该严肃游戏的满意度。
这项非随机试验在德国科隆大学医院普通、内脏和癌症外科进行。共有140名处于临床培训阶段（第5至12学期）的医学生自行选择参与本实验研究。在使用EMERGE前后，对陈述性知识（通过20道多项选择题测量）和程序性知识（通过源自客观结构化临床考试站的书面问题测量）进行评估。学生对EMERGE有效性和适用性的印象通过6点李克特量表进行测量。
前后测比较显示陈述性知识有显著增加。玩EMERGE后，多项选择题的正确答案百分比从前测时的（均值60.4，标准差16.6）增加到后测时的（均值76.0，标准差11.6）（P<0.001）。较低学期的学生在陈述性知识方面的提升幅度大于较高学期的学生（P<0.001）。此外，学生对EMERGE的总体印象是积极的。
除正规教学外自行选择使用严肃游戏的学生能够获得陈述性知识和程序性知识。
