Tunis Med. 2021;99(11):1030-1035.
Serious games are interactive and entertaining digital software with an educational purpose, and they are increasingly being used in undergraduate medical education. Effective serious games attempt to form positive mood in order to encourage players to continue the play, leading to increased interest in gameplay and satisfaction as well as better academic performances.
To determine the medical students' satisfaction, situational and individual interest during a serious game.
This was a prospective study performed during a 2-year period (2018-2019 and 2019-2020). A total of 108 third-year medical students participated in this study. Students were asked to play a serious game on a computer for 20 minutes. A set of questionnaires containing evaluation grids to measure the satisfaction and interest was given to students. The effectiveness of the game was assessed using pre and post-tests.
Following the exclusion criteria of students due to missing data, complete data were available for 97 students. Satisfaction and interest experienced by the students were high. The median of the game performance of students was 418, 04 points. There was a positive relationship between ease of use and game performance. There was a negative correlation between the three scales of interest and game performance. There was a significant difference between the mean scores of pre-tests and post-tests (p<0.01).
The results of this study suggest the potentials of serious game on medical student's satisfaction, interest and learning achievement.
严肃游戏是一种具有教育目的的互动娱乐数字软件，越来越多地被应用于本科医学教育。有效的严肃游戏试图营造积极的情绪，以鼓励玩家继续游戏，从而提高对游戏玩法的兴趣和满意度，以及更好的学术表现。
确定医学生在严肃游戏中的满意度、情境兴趣和个体兴趣。
这是一项前瞻性研究，在 2 年期间（2018-2019 年和 2019-2020 年）进行。共有 108 名三年级医学生参与了这项研究。要求学生在电脑上玩 20 分钟的严肃游戏。向学生发放了一套包含评估表的问卷，以衡量满意度和兴趣。使用前测和后测评估游戏的效果。
在排除因数据缺失而被淘汰的学生后，共有 97 名学生的完整数据可用。学生的满意度和兴趣很高。学生的游戏表现中位数为 418.04 分。易用性与游戏表现之间存在正相关。兴趣的三个量表与游戏表现呈负相关。前测和后测的平均得分有显著差异（p<0.01）。
这项研究的结果表明，严肃游戏在医学生的满意度、兴趣和学习成果方面具有潜力。
