This project was conducted at the College of Medicine, University of Saskatchewan. In this context, 2 specially designed content-relevant digital games were created for implementation as complementary learning tools to the first- and second-year students registered in the undergraduate pathology courses at the College of Medicine, University of Saskatchewan, Saskatoon, Canada. High-level throwing athletes, including college and professional baseball players, are usually good candidates for surgery. Tommy has touched countless players and coaches throughout his impressive career, and I am honored that our field will be named after such a pivotal figure in the baseball community. Each section has 5 options (e) leaving the players in control of their chances of winning at the game. The ImPACT states that a participant who scores in the 0.80- to 1.5-second range on the Reaction Time Composite, below 70% correct on the Verbal Memory Composite, or below 60% correct on the Visual Memory Composite is considered to be giving a poor effort.13 The ImPACT also states that if the participant scores greater than 20 on the Impulse Control Composite, the test is determined to be invalid.13 In addition, the ImPACT determines whether postconcussion scores are significantly different by using the reliable change index (RCI), which looks at normative data in the postconcussion scale.
Rani Kanthan, Jenna-Lynn Senger; The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education. Conclusions-Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement. The purpose of this study was to examine the effectiveness of the implementation of such specially designed digital games in (1) improving academic performance/learning outcomes, as measured by examination test scores, and (2) examining student satisfaction and perceptions of DGBL. These games were designed to be used as complementary e-learning review resources for individual or group play. All games were followed by immediate feedback to the responses, highlighting individual areas of strengths and weaknesses. Learning in itself is a truly complex process to assess in a purely quantitative scientific paradigm.10 This is further compounded by the use of names other than “assessment” used in past efforts of the gaming and simulation community to demonstrate educational effectiveness of their experiential activities in the classrooms of K to 12 students.11 Further, though much is known about games and learning in general, little is known about game attributes that influence and contribute to learning outcomes even though simulation and gaming are used in higher education.8,12 This lack of “hard core data” to DGBL is a further deterrent to the acceptance of the use of such active learning tools in higher education.
Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. In medical education, active learning tools such as digital games are complementary, e-teaching/learning resources that can greatly expand and enrich the curriculum. The revolutionary change of the digital world during the last decades of the 20th century with globalization has changed the way students think and learn, thereby “prompting a need to change traditional lecture based passive learning methodology to an active multisensory experiential learning methodology.” 1,2 Since the introduction of computers to the common household, the popularity of digital games has skyrocketed to a $10 billion per year industry.3 Seeking to harness onto this powerful weapon, the British government has recently invested $350 billion in the British Broadcasting Corporation’s plan to create an entirely new, game-based “digital curriculum” 4 with the aim of engaging and motivating the modern student. User-friendly games were focused on time-sensitive task activities, encouraging motivation and goal orientation through rewards, clues, and partial solutions to maintain engagement, progression, and self-direction of individualized personal learning. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress.
A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Though digital games-based learning (DGBL) is spreading rapidly in all educational settings, the literature does not provide clear empirical evidence of its pedagogical benefits.6 Although theoretically, digital gaming and education fit together seamlessly, quantitative studies proving the effectiveness of this union are few in the published English literature.7,8 Though most agree that games can be engaging and instructive as seen in Randel’s review of 67 studies during 28 years,9 it is often extremely difficult to demonstrate gains in learning that are attributable to the use of the virtual environment of video games, virtual simulations, or digital games. The unique combination of enjoyment, motivation, interactivity, immediate feedback, and engagement/flow offered by digital games provides a sound platform on which learning becomes an anticipated fun event instead of a tedious boring chore. Game design principles included gaming strategies of problem solving, strategic thinking, and interpretive analysis with the overall aim of encouraging engagement and motivation to learn in a fun gamelike environment. Take a look at three fun but easy ways to turn your yard into a sports oasis. The challenge offered is to “save” the patient’s life force by correctly answering the game questions, which is reflected by the electrocardiogram readings that in turn reflect the player’s score.
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