Digital games in medical education:Key terms, concepts, and definitions

Bigdeli, Shoaleh; Kaufman, David R.

doi:10.14196/mjiri.31.52

Cited by 41 publications

(51 citation statements)

References 34 publications

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“…SEGs help the learning process by making and creating the author's things, engaging learners actively in the process of learning [11]. The use of serious educational games in student education is a challenge and is placed on the agenda for teacher and learner surveys [12]. The positive impact of games on the learning process has been explored by many authors.…”

Section: Research Backgroundmentioning

confidence: 99%

Effective Methods to Improve the Educational Process of Medicine in Bulgaria

Georgieva-Tsaneva¹

2019

IJACSA

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The introduction of modern technologies into the educational process of medical students is a challenge of the new era in education, which can increase the success of students and give them confidence in their capabilities. The paper considers the use of physiological clinical record databases as an effective means of gaining prior experience from students that will be of use to them in their professional work. The paper describes the entering of serious educational games into the learning process of students in Bulgaria. The serious games and the pedagogical methods applied therein are an innovative technological means of developing individual, social and cognitive qualities on which the individual's professional realization depends. The paper presents the results of a survey conducted at the universities of medical education in Bulgaria. Respondents' opinion of their desire to use serious games in their training and how games affect them has been studied and shown.

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Section: Research Backgroundmentioning

confidence: 99%

Effective Methods to Improve the Educational Process of Medicine in Bulgaria

Georgieva-Tsaneva¹

2019

IJACSA

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“…A crescente popularidade desses jogos ocorre pela ênfase em suas vantagens educacionais positivas sobre os métodos tradicionais de ensino [7]. Entre as vantagens em utilizar jogos educacionais, destaca-se a criação de ambientes gratificantes e atraentes, que servem como estímulo para o desenvolvimento integral dos usuários [8], [9]. Na educação profissional em saúde, os jogos são reconhecidos como Serious Games e adotam abordagens de simulações, jogos simulados, ambientes virtuais, jogos sociais e cooperativos e jogos de realidade alternativa [10].…”

Section: Jogo Médico Mededucunclassified

Modelando Requisitos de um Jogo Educacional Médico usando a Metodología INGENIAS SCRUM

Novo¹,

Silva²,

Ochotorena³

et al. 2018

Anais Do WER18 - Workshop Em Engenharia De Requisitos

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Resumo. Metodologias orientadas a agentes têm sido aplicadas no desenvolvimento de jogos educativos. No entanto, o uso dos métodos clássicos pode gerar excessivos custos, tempo e dificuldades na adaptação ao escopo dos produtos. Neste trabalho, são apresentados os resultados da aplicação de um método ágil orientado a agentes (INGENIAS SCRUM) no desenvolvimento de um jogo educativo para a área da saúde. Os modelos de requisitos, o processo de implementação e desenvolvimento são discutidos e apresentados neste trabalho. Evidências positivas do uso deste método foram observadas na qualidade do produto gerado e no tempo de desenvolvimento quando comparado a outro estudo, que usou o mesmo jogo como um modelo comparativo.

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“…What is gamification? A recent definition is provided in the context of digital games in medical education (Bigdeli and Kaufman, 2017). Put simply, it represents an opportunity for stakeholders to have fun while learning (Nevin et al, 2014;Ahmed et al, 2015;Evans et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Gamifying anatomy education

et al. 2018

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The objective of our research is to find out if gamification increases motivation for self-directed learning (SDL) of human anatomy among year 1 medical students, and more importantly, their academic grades (n = 120). At the NUS Yong Loo Lin School of Medicine, anatomy teaching has traditionally been delivered via didactic means. To encourage more active learning, suitable games (non-digital) and the script concordance test were utilized to enhance the process. The flipped classroom approach was also introduced to further trigger active learning. In addition, the use of mobile apps (digital) was also initiated as supplements for SDL. Feedback was collected based on the previously validated PRO-SDL scale. Results from the research yielded inconclusive evidence to support enhanced motivation among our students due to gamification (P > 0.05). However, it did help to encourage active participation for a "fun learning" experience supported by numerous positive comments. More importantly, the participant's continuous assessment (CA1, CA2, and CA3) and objective specific practical exam results were better than the cohort's average (P < 0.05), suggesting that enhanced meta-cognition, and factual recall had taken place. While it is positive, there are some caveats to note with gamification, first and foremost, that it is tutor dependent. Taken together, gamification could represent a new paradigm for anatomy education, and also an opportune time to change the prevailing culture in the healthcare and education industry. Clin. Anat. 31:997-1005, 2018. © 2018 Wiley Periodicals, Inc.

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Digital games in medical education:Key terms, concepts, and definitions

Cited by 41 publications

References 34 publications

Effective Methods to Improve the Educational Process of Medicine in Bulgaria

Effective Methods to Improve the Educational Process of Medicine in Bulgaria

Modelando Requisitos de um Jogo Educacional Médico usando a Metodología INGENIAS SCRUM

Gamifying anatomy education

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