Histopoly: 一个严的游戏教组织学给一年级的兽医学生
Ricardo Marcos1,2, André Gomes3, Marta Santos1,4
1Cytology and Hematology Diagnostic Services, Laboratory of Histology and Embryology, School of Medicine and Biomedical Sciences (ICBAS), University of Porto, Porto, Portugal.
Anatomical sciences education
|January 9, 2025
概括
一个新的严的游戏,Histopoly,增强了学生的动力和参与组织学课程. 虽然最终考试成绩相似,但使用游戏的学生表现更好,这表明它在临床前教育中的价值.
科学领域:
- 兽医教育 兽医教育
- 临床前科学 临床前科学
- 教育技术的教育技术
背景情况:
- 组织学是医疗,牙科和兽医课程的核心临床前科目.
- 传统的组织学教学方法往往与学生的动机和参与度相斗争.
- 需要创新的方法来增强组织学中的学习体验.
研究的目的:
- 开发和评估一个严的游戏,Histopoly,作为一个创新的教学方法,用于组织学.
- 为了比较学生的参与度,动机和表现,严的游戏方法和经典教学.
- 评估Histopoly对兽医组织学学生学习成果的影响.
主要方法:
- 一个严的游戏 (Histopoly) 被开发出来,涉及一个网络应用程序,一个数字控制器,以及一个涵盖基本组织的预测板游戏.
- 兽医学生被分成几组,一组玩Histopoly,另一组接受传统教学.
- 通过问卷收集学生反,通过测验和最终考试成绩评估绩效.
主要成果:
- 调查问卷显示,使用Histopoly.的学生的动机,参与度和课堂享受度显著提高.
- 在严的游戏活动中,正确答案的百分比明显高于传统的评估.
- 两种教学方法在最终考试成绩中没有发现显著差异.
结论:
- 像Histopoly这样的严游戏可以有效地增加学生的动机和参与组织学学习.
- 虽然没有影响最终考试成绩,但Histopoly提高了游戏中的表现,这表明了增强的知识获取.
- 这些发现支持将严游戏纳入现代组织学课程,以促进积极学习.
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