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Instructional Design and Its Usability for Branching Model as an Educational Strategy.
Fernando D Argueta-Muñoz1, Hugo E Olvera-Cortés1, Cassandra Durán-Cárdenas1
1Medical Education and Simulation, National Autonomous University of Mexico, Mexico City, MEX.
This study proposes a new instructional design for serious games (SG) in medical education, specifically for branching scenarios. The developed design demonstrated high usability among medical students, enhancing decision-making skills.
Area of Science:
- Educational Technology
- Medical Education
- Serious Games Design
Background:
- Serious Games (SG) are effective in health professions education for diagnosis and knowledge transfer.
- Branching scenarios, a type of SG, offer linear or multiple pathways for learning but require evidence of instructional design (InD) and usability.
Purpose of the Study:
- To propose an instructional design (InD) for branching scenarios in serious games.
- To evaluate the usability of these branching scenarios among undergraduate medical students.
Main Methods:
- A two-phase study was conducted, starting with literature review and expert validation (Delphi technique) for the InD.
- Five branching scenarios were developed based on the validated InD.
- Usability was assessed in a cross-sectional study with 216 undergraduate medical students using a specific instrument.
Main Results:
- A five-dimension InD for branching scenarios was successfully elaborated, guiding designers.
- Five branching scenarios were created for medical students, receiving high usability scores.
- Branching SGs with multiple options provide varied outcomes for clinical problems within a single activity.
Conclusions:
- The proposed InD for branching scenarios integrates SG theory and specific design elements (levels, checkpoints, avatars).
- The InD was tested for usability, showing positive results and potential for developing decision-making skills.
- Assessing SG usability is recommended to identify areas for improvement in future designs and platforms.
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