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Evaluation of an educational game for health sciences students
1School of Nursing, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
The Journal of Nursing Education
|September 28, 1998
Summary
An educational game improved problem-based learning (PBL) by enhancing hypothesis and issue generation. The positive effects of the game persisted even after its use concluded, indicating lasting educational impact.
Area of Science:
- Nursing Education
- Medical Education Technology
Background:
- Problem-based learning (PBL) is a key pedagogical approach in healthcare education.
- Effective hypothesis and issue generation are critical skills within PBL.
Purpose of the Study:
- To evaluate the impact of an educational game on student's hypothesis and issue generation within PBL.
- To compare the effectiveness of the game versus conventional methods in PBL.
Main Methods:
- A quasi-experimental design was used with 131 Year III BScN students.
- Students were randomly assigned to either the game (G) or conventional method (CM) groups, with a crossover in Term II.
- Data were collected via posttests measuring accuracy in hypothesis and issue generation.
Main Results:
- In Term I, the game group showed a significantly higher proportion of accurate responses (85%) compared to the conventional method group (74%).
- In Term II, no significant differences were observed between the groups, suggesting sustained learning benefits.
- The study identified strengths and limitations of the game as an educational tool.
Conclusions:
- The educational game effectively enhanced initial hypothesis and issue generation in PBL.
- The game's positive educational impact demonstrated persistence beyond the period of active use.
- The game serves as a valuable supplementary tool for improving PBL outcomes in nursing education.