New Traditional Games for Learning: A Case Book

All questions are available upon request. Development of the participant evaluation of the sessions. Participants completed an evaluation that included 11 statements, each rated on a 5-point scale. A minute videotaped lecture by a neurologist on stroke prevention and management was viewed by all participants before playing the game or discussing the cases, providing both groups with a similar baseline of knowledge. These estimates were informed by the administration of an earlier version of the knowledge test to a convenience sample of 17 primary care physicians.

Owing to concerns about data distribution, analysis was done with parametric and nonparametric tests. Because we found similar results with both tests, only the parametric test results are presented. E-mails sent before and posters at the conference were used to recruit participants. All physicians attending the conference were invited to attend.

Participants were randomized in blocks into groups of 6 to either the game-based or case-based groups Figure 1. All participants viewed the minute video. In both groups, there was 1 facilitator for each group of 6 participants plus a neurologist in each of the 2 rooms. Facilitators were provided with a short explanation of the best answer for each question used in the sessions to reinforce participant learning.

New Traditional Games for Learning: A Case Book | MOERG: Play, Games and Context for Learning

Eighteen participants were randomized to game-based learning 3 groups of 6 and 17 to case-based learning 2 groups of 6 and 1 group of 5. The demographic questionnaire, completed by each participant, demonstrated the comparability of the 2 groups Table 1. On average, the game-based group scored 1. Comparison of game-based and case-based test results by time of testing: The game-based group scored on average 1.

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CI—confidence interval, IQR—interquartile range. On average, the game-based group scored 0. At the conclusion of the CME session, and after completing the immediate posttest of knowledge, all but one of the participants completed the session-evaluation questionnaire. The comments about the CME event were more strongly positive from the game-based participants Table 4. This study found, on average, that participants in the traditional case-based learning group scored slightly higher on the immediate posttest of knowledge than the game-based group participants did, but this difference was not statistically significant.

Further, 3 months following the CME session both groups had very comparable scores on the knowledge test. Participant evaluations demonstrated that game-based participants reported higher satisfaction with the event than their case-based counterparts did, which could mean that the game-based CME format has the potential to enhance recruitment for future game-based CME events.

While the immediate posttest results suggested that the traditional case-based format led to higher levels of knowledge as much as a 3. This decrease in the difference between the 2 groups after 3 months appears to be largely due to a larger decline in knowledge scores after 3 months among the case-based group. This observation suggests the possibility that the game-based format leads to less long-term degradation of knowledge than the traditional case-based format.

The sample size was smaller than we had ideally hoped for, largely because of the challenge of recruiting participants. This might have been partly the result of the length of time required to participate a total of 3 hours on the night of the event plus the 3-month posttest. It should be noted, however, that a game-based CME session, without the evaluation components or video, could be completed in half the time. Two study strengths were the use of an experimental design, which enhanced study group comparability, and the inclusion of a 3-month posttest, which enabled assessment of longer-term knowledge retention.

Presenting educational materials in a dynamic, innovative manner is a constant challenge for medical educators. This study found that knowledge gained through game-based learning was comparable to case-based learning, particularly 3 months after the event.

A Review of "New Traditional Games for Learning: A Case Book"

In addition, the educational experience was reported as more enjoyable by the game-based participants. The findings of this study should encourage CME providers to consider using educational games more frequently. Future studies of this format should strive to include a larger number of participants. The interactivity and teamwork involved in this form of learning appear to make games a promising format for interprofessional continuing education.

This article has been peer reviewed. All authors contributed to the design of the project and the educational event; Drs Rothman and Harvey analyzed the data; Drs Telner, Bujas-Bobanovic, Marlow, and Harvey and Mr Chester drafted the manuscript; and all authors revised and approved the final version of the manuscript. Funding for this project was obtained from an unrestricted educational grant from Sanofi-aventis.

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National Center for Biotechnology Information , U. Journal List Can Fam Physician v. Bob Chester Education consultant. Author information Copyright and License information Disclaimer.

This article has been cited by other articles in PMC. DESIGN An equivalence trial to determine if game-based learning was as effective as case-based learning in terms of attained knowledge levels. RESULTS Results from knowledge testing immediately after the event and 3 months later showed no significant difference in scoring between groups. Development of materials Development and validation of the game.

Open in a separate window. Table 1 Participant demographics. Knowledge test Immediate posttest. Table 2 Comparison of game-based and case-based test results by time of testing: Table 4 Written comments from participants on the session evaluation. A great way to learn rather dry material. Good way to reinforce material and interact with experts. Strengths and limitations The sample size was smaller than we had ideally hoped for, largely because of the challenge of recruiting participants.

Conclusion Presenting educational materials in a dynamic, innovative manner is a constant challenge for medical educators. Learning through games is engaging and challenging, and there are many possible applications of this strategy for CME for health professionals. This study found that the long-term knowledge gained by family physicians through game-based learning was equivalent to that gained through traditional case-based learning, but participants enjoyed the game-based learning more and rated their level of satisfaction higher, compared with those participating in case-based learning.

Footnotes This article has been peer reviewed. Contributors All authors contributed to the design of the project and the educational event; Drs Rothman and Harvey analyzed the data; Drs Telner, Bujas-Bobanovic, Marlow, and Harvey and Mr Chester drafted the manuscript; and all authors revised and approved the final version of the manuscript. Competing interests Funding for this project was obtained from an unrestricted educational grant from Sanofi-aventis.

An emergency pursuit game: J Contin Educ Nurs. Robertson D, Brocklehurst J. J Am Geriatr Soc.

Educational game

Learning decision-making in clinical medicine: Elder SB, Gregory C. Shiny new copies of a rather special book arrived in the post today. Around a year ago, I started to seek out examples of games used in education that eschewed the usual focus on digital, and instead focussed on more traditional forms: With my co-editor Nic Whitton , we uncovered thirteen fascinating examples of truly creative game design — all built around learning aims, but with a focus on core game design principles.

In most cases, the development costs were minor: More importantly, none of the creators are professional game designers — they are teachers, lecturers, trainers who identified a need in their own context.

As a coda, the book finishes with a chapter by a professional board game designer who describes the tricks of the real trade. You are commenting using your WordPress. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. He is a course designer, and conducts research in playful learning for adults in education and museums. Play, Games and Context for Learning. New Traditional Games for Learning: