基于游戏的学习可增强学生对兽医学内分泌生理学的理解。

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2024-06-01 Epub Date: 2024-01-18 DOI:10.1152/advan.00182.2023
Marcos Vinícius Ramos Afonso, Rodrigo Braga Lopes, Eric Francelino Andrade, Luciano José Pereira
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引用次数: 0

摘要

对学生来说,内分泌生理学是一门复杂的学科。基于游戏的学习(GBL)和基于案例的学习(CBL)是一种积极的学习方法,由于其潜在的激励作用和更贴近现代学生的实际情况而被广泛使用。与使用同伴辅导的对照组相比,我们评估了 GBL 和 CBL 在兽医专业学生中的有效性。来自两所院校的学生(n = 106)自愿参加了这项研究。参与者接受了预试问卷调查,随后根据他们在预试考试中的表现被分为三个配对组:1) 传统班级 + 同伴辅导;2) 传统班级 + GBL;3) 传统班级 + CBL。活动结束后,学生们再次接受了新的测试,测试题同样是最初的十道题,另外还有十道不同的题。对学生对教学方法和学习策略的看法和满意度进行了评估。在传统课堂前后和采用积极方法后,使用国家-特质焦虑量表对焦虑进行了评估。与基线相比,GBL 组学生的正确答案明显提高(p
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine.

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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