Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

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Serious Gaming as an Additional Learning Tool for Medical Education

10.31219/osf.io/tnwuk ◽

2019 ◽

Author(s):

mehmet emin aksoy ◽

mehmet erhan sayali

Keyword(s):

Medical Education ◽

Medical Students ◽

Serious Games ◽

Intervention Group ◽

Serious Game ◽

Control Group ◽

Web Based ◽

Serious Gaming ◽

Additional Tool ◽

Computer Based

Background Computer-based learning methodologies have become more prevalent in the last decade. Web based serious gaming and virtual patients are novel in medical education, which have the potential to become important tools to improve today's medical students' knowledge and performance.Methods A total of 81 medical students participated in our study. They were either assigned to an intervention group or a control group . The intervention group completed a serious game module designed for Basic Life Support education. The control group received a theoretical lecture on the same content. On the next day both groups received simulation-based hands-on training for BLS using the same criteria. All students were assessed with an Objective Structured Clinical Examination (OSCE) the following week. Results There was no difference between the intervention group that used a web based serious game module for BLS and the control group that received a standard theoretical lecture from the faculty. Discussion and Conclusion Computer based interactive serious games seem to present a favourable additional tool for medical education. OSCE results imply, that the use of serious games as a self-learning strategy can be as useful as theoretical lectures; which means that it is saving time of learners and educators

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Psychotherapeutic components of commercially available virtual reality games (Preprint)

10.2196/preprints.21928 ◽

2020 ◽

Author(s):

Almira Osmanovic Thunström ◽

Iris Sarajlic Vuković ◽

Lilas Ali ◽

Tomas Larson ◽

Steinn Steingrimsson

Keyword(s):

Mental Health ◽

Virtual Reality ◽

Mental Health Problems ◽

Treatment Strategies ◽

Treatment Method ◽

Health Problems ◽

E Learning ◽

The Mean ◽

Unique Games

BACKGROUND Immersive virtual reality (VR) games are increasingly becoming part of everyday life. Several studies support immersive VR technology as a treatment method for mental health problems. There is however minimal research into the feasibility, prevalence, and quality of commercially available VR games on commercial platforms as tools for treatment or add on to treatment of mental health problems. OBJECTIVE The aim of this study was to explore the prevalence, feasibility and quality of commercially available games related to psychotherapy on a commercially available platform. METHODS We performed a search for keywords related to diagnosis and treatment strategies of mental health problems. The search was performed during March 27th on STEAM (VR content and gaming platform). A usability scale was used as a tool to look at the interaction and usability of the games, the VR-UI-UX-8. The tool contains 8 statements about usability scored 0-10, 0 indicating “Not at all” and 10 indicating “very much so”. The score ranges from 0-80 with a higher score indicating worse usability. RESULTS In total, 516 hits were found, 371 unique games. After the games were reviewed, 83 games passed the inclusion criteria, were purchased and played. Majority of the games which were excluded were either not connected to mental health, contained violence, adult content or were in other ways irrelevant or inappropriate. The mean score for the games on the VR-UI-UX-8 was 16.5 (standard deviation 15.8) with a range from 0-68. Most relevant and feasible games were found in the search words meditation, mindfulness, and LSD. CONCLUSIONS Commercial platforms hold great potential for VR games with psychotherapeutic components. The platforms are only at the beginning of the development towards serious games, e-learning and psychotherapeutic treatments. Currently the quality and usability for clinical and at home applicability are scarce, but hold great potential.

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Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

10.2196/preprints.30533 ◽

2021 ◽

Author(s):

Chelsea Stunden ◽

Sima Zakani ◽

Avery Martin ◽

Shreya Moodley ◽

John Jacob

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Test Scores ◽

Student Attitudes ◽

Congenital Heart ◽

Secondary Outcome ◽

First Year ◽

Undergraduate Medical Students ◽

E Learning ◽

The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

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Comparison of Mathematics Learning Outcomes of Students in Auditory Intellectually Repetition (AIR) and Reciprocal Teaching (RT) Learning Models

Journal of Educational Science and Technology (EST) ◽

10.26858/est.v6i3.14456 ◽

2020 ◽

pp. 324-331

Author(s):

Sufri Mashuri ◽

Jahring Jahring ◽

Nasruddin Nasruddin ◽

Hasan Djidu

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

Descriptive Analysis ◽

Learning Model ◽

Reciprocal Teaching ◽

Control Group ◽

Pretest Score ◽

Control Group Design ◽

Class 1 ◽

The Mean

The purpose of this study is to see the differences in the mean increase in student mathematics learning outcomes in the Auditory, Intellectually, Repetition (AIR) model and reciprocal teaching (RT) model. The sample in this study were 25 students as the experimental class 1 and 23 students as the experimental class 2. This research was an experimental study with a nonequivalent control group design. The data analysis used was descriptive and inferential analysis. The results of the descriptive analysis showed that the mean pretest score of the experimental class 1 was 51.64 and the posttest result was 70.88 with the increase in student mathematics learning outcomes reaching 0.39. While the mean pretest score of experimental class 2 was 36.52 and the posttest result was 70.48 with the increase in student mathematics learning outcomes reaching 0.51. The variance of the increase in mathematics learning outcomes in the experimental class 1 was 0.02, and the experimental class 2 was 0.01. The results obtained indicate that the increase in mathematics learning outcomes through the reciprocal teaching learning model is higher than the increase in student mathematics learning outcomes using the AIR learning model.

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Comparison of Virtual and Actual Education Models on the Learning of Internal Interns During the Pandemic of COVID-19

10.21203/rs.3.rs-506082/v1 ◽

2021 ◽

Author(s):

Azadeh Mottaghi ◽

Nazanin Alibeik ◽

Shokoufeh Savaj ◽

Behnam Shakiba ◽

Raheleh Alimoradzadeh ◽

...

Keyword(s):

Medical Students ◽

Good Alternative ◽

Educational Process ◽

Virtual Education ◽

P Value ◽

Educational Models ◽

Significant Difference ◽

Post Test ◽

E Learning ◽

The Mean

Abstract Background: Following the outbreak of coronavirus and its impact on the educational process of medical students, attention was paid to e-learning due to importance of education and research. The aim of present study is to evaluation of virtual and actual education models on the learning of internal interns during the pandemic of COVID-19. Results: The mean±SD age of the participants was 24.9±2.3 years, 46% of participants were men and 54% of them live in dormitory. Results of study shows that difference of pre-test and post-test score with actual and virtual education models in the male and female is significantly different (P value=0.020). Virtual education for men and actual education for women have resulted in higher difference scores in pre-test and post-test. Actual and virtual education models were no different in academic achievements of participants. Thus, the scores obtained in 9 areas did not make a significant difference between the two types of educational models.Discussion: Virtual and actual education methods for internal interns were examined and the results showed that there is no significant difference between these two methods in student output. Given the conditions that have created by COVID-19 disease in the world, it seems that the use of virtual education can be a good alternative to educating medical students so that education does not stop.

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Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

10.1101/2021.06.08.21258597 ◽

2021 ◽

Author(s):

Claudia Slimings ◽

Emily Sisson ◽

Connor Larson ◽

Devin Bowles ◽

Rafat Hussain

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Learning Experience ◽

Learning Activities ◽

Curriculum Mapping ◽

Learning Approaches ◽

Future Health ◽

Work Activity ◽

Planetary Health ◽

E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

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A Review of Emerging Technological Trends in E-Learning

Handbook of Research on Instructional Systems and Technology ◽

10.4018/978-1-59904-865-9.ch052 ◽

2011 ◽

pp. 729-740

Author(s):

Furkan Tari

Keyword(s):

Information Technology ◽

Semantic Web ◽

Learning Outcomes ◽

Learning Process ◽

Learning Outcome ◽

Learning Technologies ◽

Web Content ◽

Holistic View ◽

Behavioral Issues ◽

E Learning

Advances in information technology and the redefined web trigger a holistic view of learning process. The objective of this study is to provide a conceptual view of how various technologies can be used to maximize learning outcomes through e-learning. Among the trends investigated in this study are, XML and semantic Web, content-based video indexing, personalized, intelligent Web tutoring, and m-learning. In addition to these technologies, a brief review of some of the key behavioral issues is presented. For researchers and developers interested in maximizing the learning outcome through e-learning technologies, the paper provides a taxonomy of these trends along with a framework for future designs.

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Gamified Learning

10.4018/978-1-7998-8089-9.ch006 ◽

2022 ◽

pp. 97-131

Author(s):

Cornelia Nih Popescu ◽

Elodie Attie ◽

Laëtitia CHADOUTEAU

Keyword(s):

Learning Outcomes ◽

Control Group ◽

Training And Education ◽

Learning Module ◽

Important Concern ◽

E Learning ◽

Current Context ◽

Overall Performance ◽

Gamified Learning ◽

Experimental Group

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.

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To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

BMC Medical Education ◽

10.1186/s12909-019-1856-8 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Yu-Chun Chiu ◽

Jyh-Chong Liang ◽

Hong-Yuan Hsu ◽

Tzong-Shinn Chu ◽

Kuan-Han Lin ◽

...

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Medical Humanities ◽

Structural Equation ◽

Learning Outcome ◽

Equation Modeling ◽

Conceptions Of Learning ◽

Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

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Investigation of the effect of the virtual reality application on experimental pain severity in healthy

Revista da Associação Médica Brasileira ◽

10.1590/1806-9282.65.3.446 ◽

2019 ◽

Vol 65 (3) ◽

pp. 446-451

Author(s):

Dilek Karaman ◽

Funda Erol ◽

Dilek Yılmaz ◽

Yurdanur Dikmen

Keyword(s):

Blood Pressure ◽

Virtual Reality ◽

Control Group ◽

Control Groups ◽

Adult Type ◽

Significant Difference ◽

The Mean ◽

And Control ◽

Experimental Group ◽

Virtual Reality Application

SUMMARY OBJECTIVE: This study aimed to investigate the effect of virtual reality application on experimental ischemic pain created with a blood pressure instrument in healthy volunteers. METHODS: The research sample consisted of 172 volunteer adult students who conformed to the inclusion criteria. These individuals were assigned into an experimental (n=86) and a control group (n=86) by a simple randomization method. All individuals in the experimental and control groups wereexperimentally subjected to pain for two minutes by applying 260 mmHg of pressure 3-4 cm above the antecubital region of the left arm with an aneroid adult-type blood pressure instrument. During the procedure, the volunteers in the experimental group watched virtual reality images, while those in the control group received no intervention. Immediately after the procedure, the pain levels of the individuals in both groups were assessed with a Visual Analog Scale (VAS). RESULTS: We found that the mean pain score of the individuals in the experimental group was 2.62±1.82, and that of individuals in the control group was 5.75±1.65. Results of the statistical analysis showed a statistically significant difference between the mean pain scores of the individuals in the experimental and control groups (p<0.001). CONCLUSION: This study found that the use of virtual reality was effective in reducing the level of pain in healthy individuals. This method used a smartphone with widespread availability and ease of transportation, which can be used by health professionals as a non-pharmacological method in the management of pain.

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