游戏化对神经解剖学学生成功和教学感知的影响:回顾性分析。

Benjamin R Fry
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引用次数: 0

摘要

作为主动学习的一个子集,游戏化涉及到游戏原则的应用,作为提高学生课堂成绩的一种手段。最近的研究表明,这种主动学习策略在降低STEM课程的失败率方面可能特别有效。在这个回顾性的案例研究中,我研究了一个学期的课程改进项目对学生考试成绩、失败率和教学感知的影响,该项目涉及在本科神经解剖学课程的实验阶段实施一种新颖的桌面风格角色扮演游戏(Build-a-Zombie)。我开发的这款游戏要求学生们利用他们在课堂上学到的知识来设计自己的病态僵尸神经系统。与前一组学生相比,在游戏化课程中,学生的考试成绩显著提高,不及格率呈下降趋势,对教学的看法也更积极,尽管讲课和考试内容保持不变。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of Gamification on Student Success and Perception of Instruction in Neuroanatomy: A Retrospective Analysis.

As a subset of active learning, gamification involves the application of gaming principles as a means of improving student outcomes in the classroom. Recent work has shown that such active learning strategies may be particularly effective at reducing the rate of failure in STEM courses. In this retrospective case study, I examined the effects on student exam performance, rate of failure, and perception of instruction following a semester-long course improvement project that involved implementing a novel tabletop style roleplaying game (Build-a-Zombie) during lab sessions in an undergraduate neuroanatomy course. The game I developed tasked students with using their knowledge from lecture to design their own pathological zombie nervous system. When compared to a previous cohort, students in the gamified version of the course showed significantly increased exam scores, a trend toward decreased rates of failure, and a more positive perception of instruction, even though lecture and exam content remained the same.

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