Abstract
Objectives: This study investigated the effect of using games instead of classroom-lectures on learning in a microbiology course and assessed the learning outcomes and the retention of knowledge, as well as analyzed students’ perceptions of their learning. Materials and Methods: The study was performed on 19 first year students of the Ankara University, Vocational School of Health, Division of Medical Laboratory Techniques. The students were randomly divided into two groups. The control group was given a lecture, and the study group was asked to construct either a gram-positive or a gram-negative bacterium by using stationary items and colored images of bacteria. Each group was evaluated by pre-, post- and retention-tests. The retention test was given two months later. Additionally, students filled a questionnaire. Kruskal Wallis H, Mann-Whitney U, and Wilcoxon Signed Ranks tests were used for statistical analyses. Results: The groups did not differ in terms of the means of post-test, and retention test scores, although both groups’ scores significantly improved after the lesson. When the questionnaires were compared, the study group gave significantly higher scores on topics about the effect of teaching method on learning and the learning process. Conclusion: As the gaming approach was regarded as more motivating, positively reinforcing and dynamic, well-constructed educational games can be used in small groups to enrich microbiology education
Keywords
References
- 1. Akl EA, Pretorius RW, Sackett K, et al. The effect of educational games on medical students’ learning outcomes: A systematic review: BEME Guide No 14. Med Teach 2010;32:16-27. doi: 10.3109/01421590903473969
- 2. Allery LA. Educational games and structured experiences. Med Teach 2004;26:504-5. doi: 10.1080/01421590412331285423
- 3. Royse MA, Newton SE. How gaming is used as an innovative strategy for nursing education? Nurs Educ Perspect 2007;28:263-7. doi: 10.1043/1536-5026(2007)28[263: HGIUAA]2.0.CO;2
- 4. Struwig MC, Beylefeld AA, Joubert G. Learning medical microbiology and infectious diseases by means of a board game: Can it work? Innov Educ Teach Int 2014;51:389-99. doi: 10.1080/14703297.2013.774139
- 5. Blakeley G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: systematic review. J Adv Nurs 2009;65:259-69. doi: 10.1111/j.1365-2648.2008. 04843.x
- 6. Bays CL, Hermann CP. Gaming versus lecture discussion: Effects on students’ test performance. J Nurs Educ 1997;36:292-4. doi: 10.3928/0148-4834-19970902-17
- 7. Jungman SI. The effect of the game anatomania on achievement of nursing students. Tez çalışması 1991. Drake University, Iowa, USA. (Online erişim: http://escholarshare. drake.edu/bitstream/handle/2092/542/dt1991sij001. pdf?sequence=1&isAllowed=y. Son erişim tarihi: 03.08.2014)
- 8. Hodges TL. Examination of gaming in nursing education and the effects on learning and retention. Tez çalışması 2008. Auburn University, Alabama, USA (Online erişim: http:// search.proquest.com/docview/304186479. Son erişim tarihi: 03.08.2014)
- 9. Cessario L. Utilization of board gaming for conceptual models of nursing. J Nurs Educ 1987;26:167-9. doi: 10.3928/0148-4834-19870401-10
- 10. Cowen K, Tesh A. Effects of gaming on nursing students’ knowledge of paediatric cardiovascular dysfunction. J Nurs Educ 2002;41:507-9. doi: 10.3928/0148-4834-20021101-13
- 11. Kelly S. Research in brief. Trivia-psychotica: the development and evaluation of an educational game for the revision of psychiatric disorders in a nurse training programme. J P s y c h i a t r M e n t H l t 1 9 9 5 ; 2 : 3 6 6 - 7 . d o i : 10.1111/j.1365-2850.1995.tb00108.x
- 12. Patel J. Instructional design and assessment. Using game format in small group classes for pharmacotherapeutics case studies. Am J Pharm Educ 2008;72:1-5. doi: 10.5688/ aj720121
- 13. Fritzsche DJ. Simulations, games and experiential learning techniques: The lecture vs. the game. (Online erişim: http:// sbaweb.wayne.edu/~absel/bkl/vol01/01ag.pdf; son erişim tarihi: 15.02.2014)
- 14. O’Leary S, Diepenhorst L, Churley-Strom R, Magrane D. Educational games in an obstetrics and gynecology core curriculum. Am J Obstet Gynecol 2005;193:1848-51. doi: 10.1016/j.ajog.2005.07.059
- 15. Sealover P, Henderson D. Scoring rewards in nursing education with games. Nurs Educ 2005;30:247-50. doi: 10.1097/00006223-200511000-00008
- 16. Bhoopathi PS, Sheoran R. Educational games for mental health professionals. Cochrane Database of Systematic Reviews 2006; 2: Art No: CD001471. doi: 10.1002/14651858. CD001471.pub2.
- 17. Da Rosa AC, Moreno Fde L, Mezzomo KM, Scroferneker ML. Viral hepatitis: An alternative teaching method. Educ Health (Abingdon) 2006;19:14-21. doi: 10.1080/13576280500524330
- 18. Fukuchi SG, Offutt LA, Sacks J, Barry D, Mann MD. Teaching a multidisciplinary approach to cancer treatment during surgical clerkship via an interactive board game. Am J Surg 2000;179:337-40. doi:10.1016/S0002-9610(00)00339-1
- 19. Kanthan R, Senger J-L. The impact of specially designed digital games-based learning in undergraduate pathology and medical education. Arch Pathol Lab Med 2011;135:135-42. doi: 10.1043/2009-0698-OAR1.1.
- 20. Boydak A. Öğrenme stilleri. İstanbul: Beyaz Yayınları, 2008.
- 21. Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ 2006;30:13-6. doi: 10.1152/advan.00045.2005
- 22. Shiroma PR, Massa AA, Alarcon RD. Using game format to teach psychopharmacology to medical students. Med Teach 2011;33:156-60. doi: 10.3109/0142159X.2010.509414
- 23. Valente P, Lora PS, Landell MF, et al. A game for teaching antimicrobial mechanism of action. Med Teach 2009;31:e383-e392. doi: 10.1080/01421590802637958
- 24. Beylefeld AA, Struwig MC. A gaming approach to learning medical microbiology: students’ experiences of flow. Med Teach 2007;29:933-40. doi: 10.1080/01421590701601550
- 25. Osborne J, Simon S, Collins S. Attitudes towards science: a review of the literature and its implications. Int J Sci Educ 2003;22:1049-179. doi: 10.1080/0950069032000032199
Abstract
Amaç: Bu çalışmanın amacı, temel mikrobiyoloji eğitiminde
oyunlaştırma yönteminin öğrenme hedeflerine ulaşma ve
öğrenmenin kalıcılığına etkisini araştırmak ve yöntemin
öğrencilerin öğrenme algılarına etkilerini değerlendirmektir.
Gereç ve Yöntem: Araştırma, Ankara Üniversitesi, Sağlık
Hizmetleri Meslek Yüksek Okulu, Tıbbi Laboratuvar Teknikleri
Bölümü’nde eğitim gören 19 öğrenci üzerinde yapılmıştır.
Öğrenciler rastgele olarak iki gruba ayrılmıştır. Kontrol grubuna
sunum yapılmış, deney grubundan kendilerine verilen çeşitli
kırtasiye malzemeleri ve renkli bakteri şablonlarını kullanarak
gram pozitif veya gram negatif bir bakteri oluşturmaları
istenmiştir. Gruplar ön-test, son-test ve kalıcılık testi ile
değerlendirilmiş ve anket uygulanmıştır.Kalıcılık testi öğrencilere
iki ay sonra uygulanmıştır. İstatistiksel analizde Kruskal Wallis H,
Mann-Whitney U ve Wilcoxon Signed Ranks testleri kullanılmıştır.
Bulgular: Grupların ön-test, son-test ve kalıcılık testi skorları
arasında fark olmamakla birlikte her iki grubun skorları ders
sonrasında anlamlı olarak yükselmiştir. Anketler
karşılaştırıldığında, kontrol grubunun eğitim yönteminin
öğrenmeye ve öğrenme sürecine etkilerine dair maddelere daha
yüksek notlar verdiği görülmüştür.
Sonuç: Oyunlaştırmanın daha motive edici, destekleyici ve
dinamik bulunması nedeniyle, küçük gruplarda mikrobiyoloji
eğitimini zenginleştirmek amacıyla iyi yapılandırılmış oyunlardan
yararlanılabilir
Keywords
References
- 1. Akl EA, Pretorius RW, Sackett K, et al. The effect of educational games on medical students’ learning outcomes: A systematic review: BEME Guide No 14. Med Teach 2010;32:16-27. doi: 10.3109/01421590903473969
- 2. Allery LA. Educational games and structured experiences. Med Teach 2004;26:504-5. doi: 10.1080/01421590412331285423
- 3. Royse MA, Newton SE. How gaming is used as an innovative strategy for nursing education? Nurs Educ Perspect 2007;28:263-7. doi: 10.1043/1536-5026(2007)28[263: HGIUAA]2.0.CO;2
- 4. Struwig MC, Beylefeld AA, Joubert G. Learning medical microbiology and infectious diseases by means of a board game: Can it work? Innov Educ Teach Int 2014;51:389-99. doi: 10.1080/14703297.2013.774139
- 5. Blakeley G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: systematic review. J Adv Nurs 2009;65:259-69. doi: 10.1111/j.1365-2648.2008. 04843.x
- 6. Bays CL, Hermann CP. Gaming versus lecture discussion: Effects on students’ test performance. J Nurs Educ 1997;36:292-4. doi: 10.3928/0148-4834-19970902-17
- 7. Jungman SI. The effect of the game anatomania on achievement of nursing students. Tez çalışması 1991. Drake University, Iowa, USA. (Online erişim: http://escholarshare. drake.edu/bitstream/handle/2092/542/dt1991sij001. pdf?sequence=1&isAllowed=y. Son erişim tarihi: 03.08.2014)
- 8. Hodges TL. Examination of gaming in nursing education and the effects on learning and retention. Tez çalışması 2008. Auburn University, Alabama, USA (Online erişim: http:// search.proquest.com/docview/304186479. Son erişim tarihi: 03.08.2014)
- 9. Cessario L. Utilization of board gaming for conceptual models of nursing. J Nurs Educ 1987;26:167-9. doi: 10.3928/0148-4834-19870401-10
- 10. Cowen K, Tesh A. Effects of gaming on nursing students’ knowledge of paediatric cardiovascular dysfunction. J Nurs Educ 2002;41:507-9. doi: 10.3928/0148-4834-20021101-13
- 11. Kelly S. Research in brief. Trivia-psychotica: the development and evaluation of an educational game for the revision of psychiatric disorders in a nurse training programme. J P s y c h i a t r M e n t H l t 1 9 9 5 ; 2 : 3 6 6 - 7 . d o i : 10.1111/j.1365-2850.1995.tb00108.x
- 12. Patel J. Instructional design and assessment. Using game format in small group classes for pharmacotherapeutics case studies. Am J Pharm Educ 2008;72:1-5. doi: 10.5688/ aj720121
- 13. Fritzsche DJ. Simulations, games and experiential learning techniques: The lecture vs. the game. (Online erişim: http:// sbaweb.wayne.edu/~absel/bkl/vol01/01ag.pdf; son erişim tarihi: 15.02.2014)
- 14. O’Leary S, Diepenhorst L, Churley-Strom R, Magrane D. Educational games in an obstetrics and gynecology core curriculum. Am J Obstet Gynecol 2005;193:1848-51. doi: 10.1016/j.ajog.2005.07.059
- 15. Sealover P, Henderson D. Scoring rewards in nursing education with games. Nurs Educ 2005;30:247-50. doi: 10.1097/00006223-200511000-00008
- 16. Bhoopathi PS, Sheoran R. Educational games for mental health professionals. Cochrane Database of Systematic Reviews 2006; 2: Art No: CD001471. doi: 10.1002/14651858. CD001471.pub2.
- 17. Da Rosa AC, Moreno Fde L, Mezzomo KM, Scroferneker ML. Viral hepatitis: An alternative teaching method. Educ Health (Abingdon) 2006;19:14-21. doi: 10.1080/13576280500524330
- 18. Fukuchi SG, Offutt LA, Sacks J, Barry D, Mann MD. Teaching a multidisciplinary approach to cancer treatment during surgical clerkship via an interactive board game. Am J Surg 2000;179:337-40. doi:10.1016/S0002-9610(00)00339-1
- 19. Kanthan R, Senger J-L. The impact of specially designed digital games-based learning in undergraduate pathology and medical education. Arch Pathol Lab Med 2011;135:135-42. doi: 10.1043/2009-0698-OAR1.1.
- 20. Boydak A. Öğrenme stilleri. İstanbul: Beyaz Yayınları, 2008.
- 21. Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ 2006;30:13-6. doi: 10.1152/advan.00045.2005
- 22. Shiroma PR, Massa AA, Alarcon RD. Using game format to teach psychopharmacology to medical students. Med Teach 2011;33:156-60. doi: 10.3109/0142159X.2010.509414
- 23. Valente P, Lora PS, Landell MF, et al. A game for teaching antimicrobial mechanism of action. Med Teach 2009;31:e383-e392. doi: 10.1080/01421590802637958
- 24. Beylefeld AA, Struwig MC. A gaming approach to learning medical microbiology: students’ experiences of flow. Med Teach 2007;29:933-40. doi: 10.1080/01421590701601550
- 25. Osborne J, Simon S, Collins S. Attitudes towards science: a review of the literature and its implications. Int J Sci Educ 2003;22:1049-179. doi: 10.1080/0950069032000032199
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | March 30, 2015 |
| Published in Issue | Year 2014 Volume: 27 Issue: 3 |