Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial
Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and test...
| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2023
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| Online Access: | https://hdl.handle.net/10356/169348 |
| _version_ | 1826121207681908736 |
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| author | Tan, Jun Wen Chong, Darren Kai Siang Ng, Kian Bee Tudor Car, Lorainne Mogali, Sreenivasulu Reddy |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Tan, Jun Wen Chong, Darren Kai Siang Ng, Kian Bee Tudor Car, Lorainne Mogali, Sreenivasulu Reddy |
| author_sort | Tan, Jun Wen |
| collection | NTU |
| description | Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and testing of a digital serious boardgame designed to facilitate the rehearsal of musculoskeletal anatomy based on self-determination theory with considerations for the psychological state of Flow. It was hypothesized that students assigned to the intervention game condition would attain higher Flow scores, a measure of engagement and intrinsic motivation, than students assigned to the game-free control, and that the intervention condition would report either superior or non-superior, but not inferior, scores on a surprise recall test. A total of 36 second-year undergraduate medical students participated in the quasi-randomized controlled trial, where the intervention groups went first and randomly drew questions that were mirrored into the control groups. All students were administered an identical 10-question baseline assessment before their interventions, the Short Flow Scale immediately after, and a surprise test four-to-six weeks later. Independent samples t-tests indicated that students of both conditions were of similar baseline knowledge (t = 0.7, p = 0.47), significantly higher Flow scores in the game condition (t = 2.99, p = 0.01), and no significant differences between surprise test scores (t = -0.3, p = 0.75). The game appears to be an appropriate game-based tool for student rehearsal of anatomical education, stemming from a strong theoretical base that facilitates high engagement and intrinsic motivation. |
| first_indexed | 2024-10-01T05:28:56Z |
| format | Journal Article |
| id | ntu-10356/169348 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T05:28:56Z |
| publishDate | 2023 |
| record_format | dspace |
| spelling | ntu-10356/1693482023-07-16T15:37:55Z Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial Tan, Jun Wen Chong, Darren Kai Siang Ng, Kian Bee Tudor Car, Lorainne Mogali, Sreenivasulu Reddy Lee Kong Chian School of Medicine (LKCMedicine) Science::Medicine Anatomical Education Boardgames Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and testing of a digital serious boardgame designed to facilitate the rehearsal of musculoskeletal anatomy based on self-determination theory with considerations for the psychological state of Flow. It was hypothesized that students assigned to the intervention game condition would attain higher Flow scores, a measure of engagement and intrinsic motivation, than students assigned to the game-free control, and that the intervention condition would report either superior or non-superior, but not inferior, scores on a surprise recall test. A total of 36 second-year undergraduate medical students participated in the quasi-randomized controlled trial, where the intervention groups went first and randomly drew questions that were mirrored into the control groups. All students were administered an identical 10-question baseline assessment before their interventions, the Short Flow Scale immediately after, and a surprise test four-to-six weeks later. Independent samples t-tests indicated that students of both conditions were of similar baseline knowledge (t = 0.7, p = 0.47), significantly higher Flow scores in the game condition (t = 2.99, p = 0.01), and no significant differences between surprise test scores (t = -0.3, p = 0.75). The game appears to be an appropriate game-based tool for student rehearsal of anatomical education, stemming from a strong theoretical base that facilitates high engagement and intrinsic motivation. Nanyang Technological University Published version This project was supported by the Special Project Grant from the Medical Education Research and Scholarship Unit, Lee Kong Chian School of Medicine. 2023-07-14T01:24:50Z 2023-07-14T01:24:50Z 2023 Journal Article Tan, J. W., Chong, D. K. S., Ng, K. B., Tudor Car, L. & Mogali, S. R. (2023). Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial. Anatomical Sciences Education. https://dx.doi.org/10.1002/ase.2286 1935-9772 https://hdl.handle.net/10356/169348 10.1002/ase.2286 37166085 2-s2.0-85159125309 en Anatomical Sciences Education © 2023 The Authors. Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. application/pdf |
| spellingShingle | Science::Medicine Anatomical Education Boardgames Tan, Jun Wen Chong, Darren Kai Siang Ng, Kian Bee Tudor Car, Lorainne Mogali, Sreenivasulu Reddy Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial |
| title | Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial |
| title_full | Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial |
| title_fullStr | Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial |
| title_full_unstemmed | Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial |
| title_short | Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial |
| title_sort | rehearsal based digital serious boardgame versus a game free e learning tool for anatomical education quasi randomized controlled trial |
| topic | Science::Medicine Anatomical Education Boardgames |
| url | https://hdl.handle.net/10356/169348 |
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