在口腔微生物学和免疫学中通过双重角色决斗牌游戏促进诱导和演学习:解释性顺序混合方法研究研究
Kawin Sipiyaruk1, Ratchapin Laovanitch Srisatjaluk2, Ponpentip Chaisiri3
1Department of Orthodontics, Faculty of Dentistry, Mahidol University, 6 Yothi Road, Ratchathewi, Bangkok, Thailand, 66 2007813.
JMIR medical education
|January 21, 2026
概括
一场教育性的纸牌游戏提高了牙科学生对口腔微生物学和免疫学的知识. 作为宿主或微生物的角色扮演增强了各种风格的学习,促进了参与和知识获取.
科学领域:
- 口腔微生物学和免疫学教育
- 医疗专业教育卫生专业教育
- 教育游戏设计教育游戏设计
背景情况:
- 基于游戏的学习是有效的医疗保健教育.
- 缺乏针对口腔微生物学和免疫学学习风格的定制游戏.
- 需要在专门的科学领域投入教育工具.
研究的目的:
- 开发和评估口腔微生物学和免疫学的教育卡牌游戏.
- 通过对决式游戏格式支持多样化的学习风格.
- 提高牙科学生的认知能力.
主要方法:
- 解释性顺序混合方法研究与40名第三年牙科学生.
- 决斗式的纸牌游戏,交替的宿主和微生物角色.
- 定量 (知识评估,满意度调查) 和定性 (采访) 的数据收集.
主要成果:
- 在所有学生中显著提高知识分数 (P<.001).
- 学生对游戏有用性,易用性和乐趣的积极看法.
- 角色变化支持了归纳式和演式学习,提高了参与度.
结论:
- 纸牌游戏有效地提高了对口腔微生物学和免疫学的知识和参与度.
- 宿主和微生物角色之间的角色交换促进了多样化的学习体验.
- 需要进一步研究长期保留和更广泛的适用性.
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