جستجوی مقالات مرتبط با کلیدواژه "gamification" در نشریات گروه "پزشکی"

Game-based learning (GBL) and gamification have recently been applied in medical education. Both approaches utilize methods to teach specific skills or knowledge in a more motivating manner than traditional teaching.

This study aimed to evaluate the impact of GBL and gamification in an emergency medicine (EM) residency training program by comparing education through e-learning with GBL and gamification.

We randomly enrolled EM residents into two groups. Over the course of one educational year, one group of residents participated in a GBL and gamification course (10 designed GBL and gamification sessions), while the other group received e-learning materials (10 designed podcasts and videos). Traditional training programs continued as routine in both groups. After the intervention, we assessed learners' educational achievements (exam scores) in both groups. Additionally, EM residents' viewpoints (in the first group) on the innovative program were collected using the model for the evaluation of educational games (MEEGA). Finally, the short version of the postgraduate hospital educational environment measure (PHEEM) was administered to evaluate learners' general feedback (in the first group) about the new educational environment after the intervention.

Game-based learning and gamification significantly improved scores in written, oral, and electronic exams assessing knowledge, skills, clinical reasoning, and judgment among EM residents (P-value < 0.05). All MEEGA items under “Usability” and “Player Experience” had mean scores > 3 (indicating agree and totally agree) (median score = 3 - 4). All PHEEM items under “Teacher Support and Skills” and “Work Conditions and Allocated Time for Learning” also had mean scores > 3 (indicating agree and totally agree) (median score = 4).

Game-based learning and gamification enhanced EM residents’ knowledge, skills, clinical reasoning, and judgment. Learners largely agreed on the positive impact of the intervention on their residency training program.

The Pregnant Mother Game application is designed to enhance midwifery services, particularly for online antenatal classes. It is developed by experts in learning media and presented in a game format. The objectives of this research are to develop apps for antenatal classes and to assess how well these applications increase mothers' knowledge.

It is a level 3 Research and Development, which is developing and refining products. The participants were selected using a purposive sampling technique. Limited trials of the application, which is downloadable on Android devices, were carried out with 10 first-time pregnant women in Cirebon City, Indonesia. Data collection tools included a questionnaire for experts and mothers. Data were analyzed using IBM SPSS Statistics 16, with univariate analysis employing a frequency distribution and bivariate analysis utilizing the Wilcoxon test. The significance level was set at 0.05, with a 95% confidence interval.

The material experts’ qualifying test yielded a score of 85% (very decent), and the media members' score was 84.4% (very decent). There was a 50% increase in the mean knowledge value. The pretest score ranged between 10 and 25, while the posttest score ranged between 25 and 29. The use of the application was correlated with increased knowledge score, and the correlation coefficient was significant at 0.05.

The program can be used as an effective technology medium for conducting online classes for mothers. The mothers’ knowledge significantly improved after taking online classes with the application.

Diagnosing and performing timely treatment for lung diseases is crucial for saving patients' lives. This study aims to investigate the effect of online gamification on nursing students' learning of lung diseases, lung sounds, and self-efficacy.

This semi-experimental study involved 68 sixth-semester nursing students, selected through convenient sampling and randomly allocated to control and intervention groups using dice throws. Over three weekly sessions, the intervention group received training on lung diseases and lung sounds via the Storyline platform and gamification through Kahoot, while the control group received the same content through lectures by the same instructor. Questionnaires assessing demographics, learning outcomes, and self-efficacy were administered before and two weeks after the intervention. Data were analyzed using Chi-square, independent t-tests, paired t-tests, and Kolmogorov-Smirnov tests in SPSS v.16, with a significance level of 0.05.

The participants had a mean age of 22.73 ± 1.29 years, and 63% were male. There were no significant differences between the two groups in learning assessment and self-efficacy before the intervention (P=0.193 and P=0.167, respectively). After the intervention, the intervention group showed a statistically significant improvement in learning assessment scores (P=0.031, 16.55±2.57) compared to the control group (P=0.086, 9.11±1.01). Similarly, self-efficacy scores in the intervention group (P=0.023, 65.29±3.97) were significantly higher than in the control group (P=0.084, 48.18±5.36).

 Online gamification significantly improves the learning of lung diseases, lung sounds, and self-efficacy in nursing students

Gamification is an innovative learning approach that, when combined with technology, aligns well with students’ preferences. Recognizing the necessity of employing effective educational methods in surgical team training, this study aims to examine the impact of gamification-based educational software on students’ learning and motivation in the surgical technology field. This study was conducted as a quasi-experimental single-group pre-and post-test design in Iran in 2023. The study sample comprised 40 undergraduate students majoring in surgical technology, selected through a census method. The educational software is designed according to the nine principles of the model of Karl Kapp and Sharon Buller, using the mechanics, dynamics and aesthetics (MDA) framework. After implementation, the software’s impact on students’ learning and motivation was assessed. The students’ learning levels before and after using the educational software were evaluated using a multiple-choice test. To measure students’ motivation, a researcher-developed questionnaire was utilized. The Shapiro-Wilk test was used to check the normality of the distribution of the studied variables. Through SPSS version 26, descriptive statistics such as frequency, percentage, mean, and standard deviation were analyzed along with inferential statistics, including paired t-tests.
Among the participants, 55% were female, and the sample had a mean age of 22.30±0.99 years. A significant difference was observed between the mean learning scores before and after using the educational software (10.43±4.38 vs. 21±4.11, P<0.001). The motivation level of the students showed a significant increase. Based on the results of this study, gamification-based software has led to improved learning and increased motivation among students in surgical technology.

Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient’s life. Therefore, this study aimed toinvestigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students. The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group receivedElectrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test).Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16.
The mean and standard deviation of the participants’age was 21.35±1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003). Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.

Gamification is an effective, dynamic, and engaging educational approach which makes the learning process more interactive for participants. This study aims to investigate the impact of gamification and the type of rewards on the learning outcomes of sixth-grade students in Karaj City in 2021. This study employs a quasi-experimental pre-test and post-test design featuring two experimental groups and a control group. The statistical population includes all sixth-grade students in Karaj schools who were studying in November 2021. Eighty-four participants were selected using convenient sampling and then randomly (simple random) assigned to three groups. The first experimental group (n=32) was taught using gamification, which included an element of uncertainty in rewards, and the second experimental group (n=31) was taught with gamification, which included fixed rewards. Conversely, the control group (n=21) used e-learning without gamification. The data collection utilized a 20-item questionnaire developed as an expert-validated learning test with confirmed reliability. The collected data were analyzed using covariance analysis with IBM SPSS v 26. Descriptive statistics were used to report quantitative findings. The Mean±SD scores for learning outcomes in experimental group 1 were 9.43±3.79 and 14.14±3.52 in the pre- and post-tests, respectively. In experimental group 2, the Mean±SD scores for learning outcomes were 9.85±3.01 and 13.65±3.11 in the pre- and the post-tests, respectively. In the control group, the Mean±SD scores for learning outcomes were 8.47±3.05 and 10.85±4.04 in the pre- and the post-tests, respectively. The results indicate that gamification significantly affects learning (P=0.003). Both gamification groups outperformed the control group in learning outcomes. Despite a higher mean score in the uncertain rewards group, there was no significant difference between the two experimental groups. Gamification, regardless of the reward type, seems to positively impact students’ learning. Therefore, educators and e-learning designers are encouraged to implement gamification strategies, including elements of uncertainty and chance, to enhance learning experiences in elementary schools.

Regarding the urgent needs of students for an efficient teaching methodology, it is necessary to use self-directed and self-centered teaching methods that encourage the power of reasoning and judgment. This study aimed to investigate the effect of using the game-based Appendectomy Surgical Simulation software on the academic achievement of undergraduate operating room students in Khomein, Iran.

This quasi-experimental study was conducted during the COVID-19 pandemic. Forty undergraduate operating room students who were in the second semester of the first year of the operating room undergraduate program participated in this quasi-experimental single-blind study. The participants were assigned randomly to the control and intervention groups after their consent was obtained. Following the use of the game-based Appendectomy Surgical Simulation software for the intervention group and lecture-based classes on a specific academic learning software for the control group, the data were collected using a researcher-made questionnaire concerning academic achievement, whose validity and reliability were approved. The data were then analyzed using descriptive and analytical tests in IBM SPSS (version 22) at a significance level of P<0.05.

The average score of academic achievement was significantly higher in the intervention group (58.35±2.38) than in the control group (35.65±4.14) (P<0.05).

Using the game-based Appendectomy Surgical Simulation software has been effective in improving the academic achievement of students during the COVID-19 pandemic and afterward. Therefore, it can be used in academic and educational programs.

The objectives of this study were to design, implement, and evaluate an educational game on the diagnosis and management of diabetes for pharmacy students.

Educational content for diabetes was prepared and used to design a multimedia file and game scenario. The game was validated and consisted of 25 stages of diagnosing and managing diabetes. Participants were 8th-semester pharmacy students who were divided into two groups. Groups A and B had 10-day access to the multimedia and game files, respectively. Pretest and post-test were held to evaluate students’ learning, and the final exam was used to assess retention. Moreover, user experience was evaluated by a modified and validated version of the Model for the Evaluation of Educational Games questionnaire.

A total of 154 students participated in the study. The mean ranks were 69.25 and 60.99 (P=0.808) in the pretest; 64.80 and 67.63 (P=0.551) in the post-test; and 67.44 and 62.19 (P=0.490) in the final exam for groups A and B, respectively. Ninety-nine participants completed the quality questionnaire of the study. The students confirmed the quality of the game in nearly all quality dimensions. About 80 percent of the game users preferred it over usual teaching methods.

A high-quality educational game for diabetes was designed and implemented. Although the use of the game was not associated with increased learning or retention scores, pharmacy students preferred it over traditional teaching methods.

Gamification is the use of game design elements in non-game contexts. It is considered a student-centeredinstructional design to motivate student learning and academic behavior. In this study, the effects of gamification on learning statistics (hypothesis testing issue) and attitude toward statistics in comparison with the common e-learning approach were investigated. The students’ experience and critical elements of gamification on learning statistics were assessed, too. In a before and after trial, in a census manner, 64 health faculty students of Guilan University of Medical Sciences, Rasht, Iran, non-randomly were assigned to the intervention (n=42) and control (n=22) groups. Learning activities were gamified in the intervention group, while the control group received traditional problem-solving in the learning management system. Narrative, avatar, level, point, progress bar, scoreboard, challenge and feedback elements were used in the game experience. The implementation of gamification was applied based on Landers’ theory of gamified content. Valid and reliable Persian version of the Survey Attitude toward Statistics questionnaire measuredthe students’ attitude before and after the intervention. The EGameFlow questionnaire and a valid and reliable researchermade exam measured the users’ experience of gamified content and learning hypothesis testing after the intervention. The independent samples T-test, analysis of covariance and the partial eta-squared effect size were calculated by SPSS software, version 26. Compared to the control group, the intervention group had a more positive attitude toward learning difficulty (moderate partial eta-squared 0.099), value and cognitive competency (weak partial eta-squared=0.01 and 0.05). Learning between the two groups was not different (P=0.522). There was a significant correlation between learning and the students’ perceived experience with feedback (r=0.583, P<0.001), concentration (r=0.509, P=0.005), and challenge (r=0.421, P=0.023) of the gamified content. It suggests using gamification on learning statistics while optimizing the design with more focus on the feedback, challenge and concentration elements.

Gamification is the process of game thinking and game mechanics to attract learners and solve problems. It is a unique growing phenomenon in education and training programs. Educational games, by application of game design and game elements in learning environments, motivate students to learn and improve the teaching and learning process. Herein, this scoping review presents an overview of the theoretical underpinnings of gamification that is crucial in understanding the theoretical pillar of successful educational games.  

This scoping review follows Arksey and O’Malley’s stages of scoping review. In this review, the gamification in medical education articles that implicitly or explicitly presented underpinning learning theories of gamification in medical education was retrieved. So, keywords such as gamification, learning theories, higher education, and medical education were searched in Scopus, PubMed, WEB OF SCIENCE, EMBASE, ERIC, and Cochrane Library from 1998 to March 2019.  

The search indicated 5416 articles which were narrowed down by title and abstract relatedness. 464 articles entered the second phase of the study and after reviewing their full text, finally, 10 articles which were explicitly and implicitly reported the underpinning learning theories remained.  

Gamification is a strategy using game design techniques for non-game experiences for more effective learning and provides a more attractive environment for teaching and learning. Designing gamification based on learning theories (behavioral, cognitive, and constructivist), makes them more efficient, and the application of learning theories in designing gamification is recommended.

 HIV/AIDS-related stigma and discrimination are among the main barriers to controlling the HIV epidemic. Discriminatory behavior in healthcare settings deprives people of accessing high-quality health services.

 This study presents the design, development, and pilot study of a novel web-based application (“REDXIR”), which is designed based on behavioral and gamification principles and aims to eliminate HIV/AIDS-related discriminatory behavior among health professions students. REDXIR storyline is set in an imaginary world where the students' journey is like a 10-level game, in which each level consists of several missions with a certain amount of score. The participants have to accomplish the mission to reach the minimum amount of score to pass each level. Finally, each becomes an individual who has not only the knowledge but also the competency to educate and advocate appropriately in the field.

 The pilot was done in six medical sciences universities in Tehran, Iran. The feasibility of the instructional design, specifically gamification strategies in the field of HIV education, and the executive functions to run the program on a bigger scale were evaluated. In total, 241 students were included and performed 1952 missions. The program evaluation showed a mean satisfaction score of 4.16 (from 1, the lowest, to 5, the highest) and participants considered their learning practical and gamification method appropriate for HIV education.

 A meaningful gamification design for an online medical education program could be a suitable, functional, and applicable learning model to reduce HIV/AIDS stigma and discrimination among health professions students.

Gamified learning can make students more focused and can lead to learning at a deeper level. The aim of this study was to investigate the students’ perceptions of gamified web-based learning. In this study, we aimed to find out the students’ viewpoints about the dimensions of gamification acceptance and their correlation to each other. This survey study was conducted in 2022 on 350 students of Public Health, Medicine, and Laboratory Science who had taken three courses in mental health, health psychology, and mental health and addiction, and were taught through gamified learning between late 2017 and 2021. The Game Acceptance Questionnaire was used in this study. The questionnaire consisted of 21 questions divided into seven components: Perceived ease of use, Perceived usefulness, Perceived enjoyment, Perceived control, Concentration, Attitude towards using, and Behavioral intention. Each component had three questions. The Likert scale was used in this questionnaire, with a range of 5 to 1, where 5 means strongly agree and 1 means strongly disagree. The cut-off point was 3. Content validity and face validity were examined by experts and students. The reliability of the instrument, as measured by Cronbach’s alpha, was 0.872. Data were analyzed using IBM SPSS Statistics V22.0.  The highest mean scores were related to attention to play (4.15±0.64), concentration during play (4.03±0.59), attitude towards playing as a good idea (4.025±0.65), ease of learning (3.99±0.70), and interesting gamification (3.96±0.74). Students’ perspectives did not differ significantly by the field of study. Differences in the acceptance of gamification components were significant by gender only in the field of enjoyment (P=0.02). The use of gamification is an emerging technology in many countries, including developing countries, and useful and practical information about it can facilitate its expansion and proper use.

 Many educators have developed an interest in an emerging new concept called entertainment education (edutainment). Edutainment is a kind of tool that, in this age of technology, can be easily incorporated into education.

 This study aimed to use edutainment for teaching orthodontic lateral cephalometric and dental cast analysis as well as to evaluate the dental students’ attitudes towards it.

 In this cross-sectional study, the multimedia-enhanced with edutainment was designed using Articulate Storyline version 3.5. To evaluate the students’ attitudes, 52 ninth-semester dental students doing their second semester in 2019 - 2020 were included in the study. Then they were asked to complete a standard questionnaire with a 7-point Likert scale from strongly disagree to strongly agree and including 26 items in eight domains of perceived self-efficacy, perceived satisfaction, understanding usefulness, behavioral concept, e-learning system quality, interactive learning activities, e-learning effectiveness, and multimedia instructions. Data were analyzed and expressed using independent sample t-test, one-way ANOVA, and descriptive statistics.

 The majority of the students had positive attitudes towards the areas of perceived self-efficacy (83.3%), perceived satisfaction (90.4%), perceived usefulness (96.8%), behavioral intention (91.7%), e-learning system quality (75%), interactive learning activities (73.1%), e-learning effectiveness (88.5%), and multimedia education (85.3%).

 In sum, the students’ attitudes towards learning were positively and significantly influenced by the designed educational multimedia enhanced with edutainments to teach lateral cephalometric analysis in orthodontics. It was found that the application of edutainment as an educational tool together with traditional training may have been an effective method for teaching and, therefore, it was recommended that edutainment should be used as an alternative to traditional methods during crises such as the COVID-19 pandemic.