设计一个非洲背景的游戏,吸引理疗学生研究儿童发育里程碑
Anri Human1, Maria Elizabeth Cochrane2
1Department of Physiotherapy, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa.
Medical teacher
|September 12, 2025
概括
一个新的数字游戏"被绑架"解决了教理疗学生儿童发展里程碑的挑战. 这种游戏化方法促进了自我指导的学习和积极参与,提高了教育成果.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 儿科物理治疗 儿科物理治疗
- 教育技术的教育技术
背景情况:
- 本科生理疗法教育面临的挑战在教学关于儿童发展里程碑的广泛事实内容.
- 高等教育机构越来越多地强调培养学生的自主学习技能.
- 传统的教学方法可能无法充分满足对引人入胜和易于获取的学习体验的需求.
研究的目的:
- 开发和评估一款创新的数字游戏"被绑架",以教导儿童发展里程碑.
- 增强物理治疗学生的自主学习和积极参与.
- 探索游戏化在卫生专业教育中的潜力.
主要方法:
- 一个以叙事为基础的数字游戏"Kidnapped"是使用设计思维方法开发的.
- 游戏结合了学习脚手架和强化学习的原则.
- 与学术人员进行的试点研究确保了实施可行性.
主要成果:
- 游戏"Kidnapped"是为了提供交互式和可访问的内容交付而开发的.
- 设计原则侧重于脚手架和重复,以满足学生的学习需求.
- 试点测试证实了在学术环境中实施游戏的可行性.
结论:
- 游戏化为增强健康专业教育中的积极学习和自主性提供了一个有希望的途径.
- 早期的利益相关者参与和适应性技术对于成功实施教育技术至关重要.
- 通过混合方法研究进行进一步的研究将评估游戏的有效性并指导更广泛的采用.
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