Institute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Institute of Dentistry, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland.
BMC Med Educ. 2019 Jul 22;19(1):273. doi: 10.1186/s12909-019-1701-0.
Human morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment.
In an effort to both evoke students' interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 (n = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed.
The Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively.
This study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.
人体形态学是牙科学和医学研究生培训的重要组成部分。为了跟上技术不断变化的步伐，需要创新基础科学教学方法。本研究旨在探讨如果医学和牙科组织学课程的学生使用游戏软件 Kahoot®，他们的成绩是否会更好，以及游戏化对学习和享受的影响。
为了激发学生的兴趣并扩大他们的技能保留，2018 年在东芬兰大学为一年级学生实施了一项使用 Kahoot®的在线竞赛（n=215）。此外，还收集并分析了封闭式（160/215）或开放式（41/215）反馈问题。
Kahoot®游戏化计划取得了成功，并带来了学习上的收获。学生对 Kahoot®的总体满意度很高，有 124/160 的学生表示游戏化提高了他们的学习动力。游戏化方法似乎使学生能够克服个人困难（139/160）并建立合作关系（107/160）；此外，游戏化促进了兴趣（109/160），学生认为从专业人士那里获得即时反馈是积极的（146/160）。在开放式调查中，学生（23/41）对协作团队和基于游戏的学习持积极态度。
本研究支持在组织学教学中使用游戏化，并可能为设计跨医疗保健学科的游戏化综合课程提供基础。
