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Game-based learning as a vehicle to teach first aid content: a randomized experiment
Nathalie Charlier1, Bieke De Fraine
1KU Leuven, Tervuursevest 101, P.O. Box 1500, 3001 Heverlee, Belgium. nathalie.charlier@pharm.kuleuven.be
The Journal of School Health
|June 21, 2013
Summary
Traditional lectures effectively increase first aid (FA) knowledge more than board games, though games enhance student enjoyment. Combining methods may optimize learning effectiveness and engagement.
Area of Science:
- Medical Education
- Pedagogy
Background:
- First aid (FA) knowledge is crucial for immediate life-saving interventions.
- Assessing novel educational tools for FA competency is vital.
Purpose of the Study:
- To evaluate the effectiveness of a board game versus traditional lectures for learning first aid (FA).
- To compare knowledge acquisition, retention, and learner engagement between the two teaching methods.
Main Methods:
- A group-randomized controlled trial involving 120 students across four classes.
- Two conditions: board game intervention and traditional lecture (control).
- Assessment via pre-test, post-test, retention test, and a post-intervention questionnaire.
Main Results:
- Both methods significantly improved FA knowledge.
- Traditional lectures were more effective for knowledge gain compared to the board game.
- Students reported higher enjoyment and interest in the board game condition.
Conclusions:
- Traditional lectures excel in knowledge transfer for first aid.
- Educational games foster greater student enjoyment and engagement.
- A blended approach combining lectures and games may enhance both FA knowledge and learner satisfaction.
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