A gamified resource for learning anatomy terminology aids retention.

IF 4.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Eva M Sweeney, Rose Beavis, Amie Lowry, Alexandra McCulla
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引用次数: 0

Abstract

A card game, "Hold your Nerve," was developed to aid memorization of anatomy terminology in small-group learning formats. Each of the 719 cards consisted of an anatomical term and its definition. To play, a student blindly holds a card so as to block the definition but display the term to the group, who must provide verbal/physical clues to help the student guess the term. The group can request the definition to be revealed to aid clue generation. Students take turns being the guesser and assess progress by the number of successfully guessed words, with and without clues. Guesser or group performance can be compared to introduce a competitive element. The game was tested with 38-second-level students at Queen's University Belfast. Institutional ethical approval and informed consent were obtained prior to the study. Students completed a pre-test and then were assigned to a nonplaying group or a group that played the game in groups of 3-6 for 20 minutes. Both groups completed a post-test and evaluation survey. Playing groups had an average improvement of 9.1% and 5.1% in sessions 1 and 2, respectively, whereas nonplaying groups showed changes of 4.1% and -1.4%. Only the improvement in scores in the playing groups was significant (session 1 p = 0.031, session 2 p = 0.047). All agreed the game was helpful for revising lecture content; 95% agreed it would be a useful addition to their studies, and 97% enjoyed playing the game. An e-copy of the cards can be requested from the corresponding author.

学习解剖学术语的游戏化资源有助于保留。
一种名为“Hold your Nerve”的纸牌游戏被开发出来,以帮助以小组学习形式记忆解剖学术语。719张卡片中的每一张都包含一个解剖学术语及其定义。在游戏中,一个学生盲目地拿着一张卡片,以阻止定义,但向小组展示该术语,小组必须提供语言/身体线索来帮助学生猜测该术语。小组可以要求透露定义,以帮助线索生成。学生们轮流猜单词,通过猜对单词的数量来评估进度,有线索和没有线索都可以。猜测或小组表现可以进行比较,以引入竞争元素。该游戏在贝尔法斯特女王大学的38名学生中进行了测试。研究前已获得机构伦理批准和知情同意。学生们完成了一个预测试,然后被分配到一个不玩游戏的小组,或者一个3-6人一组玩游戏20分钟的小组。两组都完成了测试后的评估调查。在第一阶段和第二阶段,游戏组的平均改善率分别为9.1%和5.1%,而非游戏组的平均改善率分别为4.1%和-1.4%。只有游戏组的分数提高是显著的(第一阶段p = 0.031,第二阶段p = 0.047)。所有人都认为游戏有助于修改讲座内容;95%的人认为这将是他们学习的有益补充,97%的人喜欢玩这款游戏。可以向通讯作者索取卡片的电子副本。
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来源期刊
Anatomical Sciences Education
Anatomical Sciences Education Anatomy/education-
CiteScore
10.30
自引率
39.70%
发文量
91
期刊介绍: Anatomical Sciences Education, affiliated with the American Association for Anatomy, serves as an international platform for sharing ideas, innovations, and research related to education in anatomical sciences. Covering gross anatomy, embryology, histology, and neurosciences, the journal addresses education at various levels, including undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental. It fosters collaboration and discussion in the field of anatomical sciences education.
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