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The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science
PURPOSE: To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. METHODS: Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4883760/ https://www.ncbi.nlm.nih.gov/pubmed/27233041 http://dx.doi.org/10.1371/journal.pone.0156389 |
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author | Trevino, Richard Majcher, Carolyn Rabin, Jeff Kent, Theresa Maki, Yutaka Wingert, Timothy |
author_facet | Trevino, Richard Majcher, Carolyn Rabin, Jeff Kent, Theresa Maki, Yutaka Wingert, Timothy |
author_sort | Trevino, Richard |
collection | PubMed |
description | PURPOSE: To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. METHODS: Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. RESULTS: There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). CONCLUSIONS: Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences. |
format | Online Article Text |
id | pubmed-4883760 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-48837602016-06-10 The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science Trevino, Richard Majcher, Carolyn Rabin, Jeff Kent, Theresa Maki, Yutaka Wingert, Timothy PLoS One Research Article PURPOSE: To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. METHODS: Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. RESULTS: There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). CONCLUSIONS: Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences. Public Library of Science 2016-05-27 /pmc/articles/PMC4883760/ /pubmed/27233041 http://dx.doi.org/10.1371/journal.pone.0156389 Text en © 2016 Trevino et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Trevino, Richard Majcher, Carolyn Rabin, Jeff Kent, Theresa Maki, Yutaka Wingert, Timothy The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science |
title | The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science |
title_full | The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science |
title_fullStr | The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science |
title_full_unstemmed | The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science |
title_short | The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science |
title_sort | effectiveness of an educational game for teaching optometry students basic and applied science |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4883760/ https://www.ncbi.nlm.nih.gov/pubmed/27233041 http://dx.doi.org/10.1371/journal.pone.0156389 |
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