使用基于网络的问答游戏作为总结医学院课程核心内容的工具：回顾性比较研究
Using a Web-Based Quiz Game as a Tool to Summarize Essential Content in Medical School Classes: Retrospective Comparative Study.
作者信息
Yuenyongviwat Varah, Bvonpanttarananon Jongdee
机构信息
Department of Orthopedics, Faculty of Medicine, Prince of Songkla University, Hatyai, Thailand.
出版信息
JMIR Med Educ. 2021 Apr 29;7(2):e22992. doi: 10.2196/22992.
BACKGROUND
Kahoot! is a web-based technology quiz game in which teachers can design their own quizzes via provided game templates. The advantages of these games are their attractive interfaces, which contain stimulating music, moving pictures, and colorful, animated shapes to maintain students' attentiveness while they perform the quizzes.
OBJECTIVE
The aim of this study was to evaluate the use of Kahoot! compared with a traditional teaching approach as a tool to summarize the essential content of a medical school class in the aspects of final examination scores and the perception of students regarding aspects of their learning environment and of process management.
METHODS
This study used an interrupted time series design, and retrospective data were collected from 85 medical students. Of these 85 students, 43 completed a Kahoot! quiz, while 42 students completed a paper quiz. All students attended a lecture on the topic of bone and joint infection and participated in a short case discussion. Students from both groups received the same content and study material, with the exception that at the end of the lesson, students in the Kahoot! group completed a quiz summarizing the essential content from the lecture, whereas the other group received a paper quiz with the same questions and the teacher provided an explanation after the students had finished. The students' satisfaction was evaluated after the class, and their final examination was held 2 weeks after the class.
RESULTS
The mean final examination score in the Kahoot! group was 62.84 (SD 8.79), compared to 60.81 (SD 9.25) in the control group (P=.30). The students' satisfaction with the class environment, learning process management, and teacher were not significantly different between the 2 groups (all P>.05).
CONCLUSIONS
In this study, it was found that using Kahoot! as a tool to summarize the essential content in medical school classes involving a lecture and case discussion did not affect the students' final examination scores or their satisfaction with the class environment, learning process management, or teacher.
背景
Kahoot! 是一款基于网络的技术问答游戏，教师可以通过提供的游戏模板设计自己的测验。这些游戏的优点在于其具有吸引力的界面，包含刺激的音乐、动态图片以及色彩丰富的动画形状，以便在学生进行测验时保持他们的注意力。
目的
本研究的目的是评估与传统教学方法相比，使用 Kahoot! 作为一种工具，在期末考试成绩以及学生对学习环境和过程管理方面的认知等方面，对医学院课程的重要内容进行总结的效果。
方法
本研究采用中断时间序列设计，从85名医学生中收集回顾性数据。在这85名学生中，43名完成了 Kahoot! 测验，而42名学生完成了纸质测验。所有学生都参加了关于骨与关节感染主题的讲座并参与了简短的病例讨论。两组学生接受相同的内容和学习材料，不同之处在于在课程结束时，Kahoot! 组的学生完成了一个总结讲座重要内容的测验，而另一组则收到了包含相同问题的纸质测验，并且在学生完成后教师进行了解释。课后评估了学生的满意度，课程结束两周后举行了期末考试。
结果
Kahoot! 组的期末考试平均成绩为62.84（标准差8.79），而对照组为60.81（标准差9.25）（P = 0.30）。两组学生对课堂环境、学习过程管理和教师的满意度没有显著差异（所有P>0.05）。
结论
在本研究中，发现使用 Kahoot! 作为总结医学院课程重要内容（包括讲座和病例讨论）的工具，并未影响学生的期末考试成绩或他们对课堂环境、学习过程管理或教师的满意度。
Zotero 插件