Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study.

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Show simple item record Alyami, Hussain en Alawami, Mohammed en Lyndon, Mataroria en Alyami, Mohsen en Coomarasamy, Christin en Henning, Marcus en Hill, Andrew en Sundram, Frederick en 2019-10-29T02:39:01Z en 2019-09-26 en
dc.identifier.citation JMIR serious games 7(3):e13748 26 Sep 2019 en
dc.identifier.issn 2291-9279 en
dc.identifier.uri en
dc.description.abstract BACKGROUND:History taking is a key component of clinical practice; however, this skill is often poorly performed by students and doctors. OBJECTIVE:The study aimed to determine whether Metaphoria, a 3D serious game (SG), is superior to another electronic medium (PDF text file) in learning the history-taking content of a single organ system (cardiac). METHODS:In 2015, a longitudinal mixed methods (quantitative and qualitative) pilot study was conducted over multiple sampling time points (10 weeks) on a group of undergraduate medical students at The University of Auckland Medical School, New Zealand. Assessors involved in the study were blinded to group allocation. From an initial sample of 83, a total of 46 medical students were recruited. Participants were assigned to either a PDF group (n=19) or a game group (n=27). In total, 1 participant left the PDF group after allocation was revealed and was excluded. A total of 24 students in the game group and 14 students in the PDF group completed follow-up 7 weeks later. Using an iterative design process for over a year, with input from a variety of clinical disciplines, a cardiac history-taking game and PDF file were designed and informed by Cognitive Load Theory. Each group completed its intervention in 40 min. A total of 3 levels of Kirkpatrick training evaluation model were examined using validated questionnaires: affective (perception and satisfaction), cognitive (knowledge gains and cognitive load), and behavioral attitudes (Objective Structured Clinical Exam) as well as qualitative assessment. A priori hypotheses were formulated before data collection. RESULTS:Compared with baseline, both groups showed significant improvement in knowledge and self-efficacy longitudinally (P<.001). Apart from the game group having a statistically significant difference in terms of satisfaction (P<.001), there were no significant differences between groups in knowledge gain, self-efficacy, cognitive load, ease of use, acceptability, or objective structured clinical examination scores. However, qualitative findings indicated that the game was more engaging and enjoyable, and it served as a visual aid compared with the PDF file. CONCLUSIONS:Students favored learning through utilization of an SG with regard to cardiac history taking. This may be relevant to other areas of medicine, and this highlights the importance of innovative methods of teaching the next generation of medical students. en
dc.format.medium Electronic en
dc.language eng en
dc.relation.ispartofseries JMIR serious games en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.rights.uri en
dc.title Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study. en
dc.type Journal Article en
dc.identifier.doi 10.2196/13748 en
pubs.issue 3 en
pubs.begin-page e13748 en
pubs.volume 7 en
dc.rights.holder Copyright: The authors en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype research-article en
pubs.subtype Journal Article en
pubs.elements-id 783520 en Medical and Health Sciences en School of Medicine en Cent Medical & Hlth Sci Educat en Psychological Medicine Dept en South Auckland clinical school en
dc.identifier.eissn 2291-9279 en
pubs.record-created-at-source-date 2019-10-02 en
pubs.dimensions-id 31573895 en

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