Department of Clinical and Experimental Pharmacology, Faculty of Medicine, Medical University of Warsaw, Warsaw, Poland.
Pharmacol Res Perspect. 2024 Oct;12(5):e1237. doi: 10.1002/prp2.1237.
The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty-six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three tests: pre-test was presented before seminar, post-test after seminar (for control group) or after playing the video game (for experimental group), and test no. 3 took place 4 weeks later. Analysis of tests' scores with respect to both topics resulted in the observation that the control and experimental groups show statistically significant improvement in knowledge, whether it was measured after the seminar or 4 weeks later. However, the results of experimental group were statistically better in comparison to the control group. It proves that electronic GBL (game-based learning) applied to standard educational processes increases short- and long-term knowledge retention compared to traditional seminars.
本研究旨在确定教育视频游戏作为一种应用于抗真菌和降血脂药物等药理学传统教学的多样性的有效性。66 名志愿者被分为对照组（n=33）和实验组（n=33）。第一组仅接受传统研讨会，第二组在研讨会后使用 Kahoot! 平台玩设计的视频游戏。使用三种测试进行知识评估：在研讨会之前进行前测，在研讨会后（对照组）或玩完视频游戏后（实验组）进行后测，然后在 4 周后进行测试 3。对两个主题的测试分数进行分析后发现，无论在研讨会后还是 4 周后进行测量，对照组和实验组的知识都有显著提高。然而，实验组的结果与对照组相比具有统计学上的优势。这证明了电子 GBL（基于游戏的学习）应用于标准教育过程可以提高短期和长期的知识保留率，优于传统研讨会。
