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Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification
BACKGROUND: Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance in medical education. The current study was aimed at assessing the perception of medical students regarding checkerboa...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9007105/ https://www.ncbi.nlm.nih.gov/pubmed/35434144 http://dx.doi.org/10.4103/jehp.jehp_683_21 |
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author | Sannathimmappa, Mohan Bilikallahalli Nambiar, Vinod Aravindakshan, Rajeev |
author_facet | Sannathimmappa, Mohan Bilikallahalli Nambiar, Vinod Aravindakshan, Rajeev |
author_sort | Sannathimmappa, Mohan Bilikallahalli |
collection | PubMed |
description | BACKGROUND: Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance in medical education. The current study was aimed at assessing the perception of medical students regarding checkerboard game in enhancing learning process. MATERIALS AND METHODS: The present prospective cross-sectional study was conducted at the microbiology department. The fifth-year medical students of the academic year 2018–19 were the participants. Pre- and post-test scores and self-administered questionnaire regarding effectiveness of the checkerboard game-based learning were used as assessing tools. The data were collected, tabulated, and statistically analyzed using SPSS version 20. The pre- and post-test scores of students were statistically analyzed using paired t test. A descriptive analysis on the 3-point Likert scale of effectiveness survey was measured and expressed in percentages. RESULTS: In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 88% indicated game helped them to understand the topic, enhanced learning, and thus improved the knowledge. Most students (79%) also believed that game encouraged critical thinking and problem solving, while 75% felt that it improved their communication skills. Around 70% felt that game was also useful for exam preparation and nearly 90% recommended to use the game more frequently. CONCLUSION: From the results of the study, it can be concluded that checkerboard game-based learning method is effective in fostering learning process and cognition of medical students in the microbiology course. |
format | Online Article Text |
id | pubmed-9007105 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-90071052022-04-14 Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification Sannathimmappa, Mohan Bilikallahalli Nambiar, Vinod Aravindakshan, Rajeev J Educ Health Promot Original Article BACKGROUND: Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance in medical education. The current study was aimed at assessing the perception of medical students regarding checkerboard game in enhancing learning process. MATERIALS AND METHODS: The present prospective cross-sectional study was conducted at the microbiology department. The fifth-year medical students of the academic year 2018–19 were the participants. Pre- and post-test scores and self-administered questionnaire regarding effectiveness of the checkerboard game-based learning were used as assessing tools. The data were collected, tabulated, and statistically analyzed using SPSS version 20. The pre- and post-test scores of students were statistically analyzed using paired t test. A descriptive analysis on the 3-point Likert scale of effectiveness survey was measured and expressed in percentages. RESULTS: In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 88% indicated game helped them to understand the topic, enhanced learning, and thus improved the knowledge. Most students (79%) also believed that game encouraged critical thinking and problem solving, while 75% felt that it improved their communication skills. Around 70% felt that game was also useful for exam preparation and nearly 90% recommended to use the game more frequently. CONCLUSION: From the results of the study, it can be concluded that checkerboard game-based learning method is effective in fostering learning process and cognition of medical students in the microbiology course. Wolters Kluwer - Medknow 2022-03-23 /pmc/articles/PMC9007105/ /pubmed/35434144 http://dx.doi.org/10.4103/jehp.jehp_683_21 Text en Copyright: © 2022 Journal of Education and Health Promotion https://creativecommons.org/licenses/by-nc-sa/4.0/This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Sannathimmappa, Mohan Bilikallahalli Nambiar, Vinod Aravindakshan, Rajeev Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification |
title | Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification |
title_full | Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification |
title_fullStr | Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification |
title_full_unstemmed | Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification |
title_short | Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification |
title_sort | learning out of the box: fostering intellectual curiosity and learning skills among the medical students through gamification |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9007105/ https://www.ncbi.nlm.nih.gov/pubmed/35434144 http://dx.doi.org/10.4103/jehp.jehp_683_21 |
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