Mohammad Ali Ghanatpisheh, Mitra Amini, Parinaz Tabari, Mahsa Moosavi

Abstract

Background: One of the most demanding and innovative educational methods is game-based learning. In medical education, games can be used to strengthen learning, especially for undergraduate students. This method can furnish chances for learners to do services as team supervisors, team-mates and mentors, as well as encourage interaction among them and enhance their motivation; moreover, they can facilitate learning process. Objectives: In this research, it was aimed to assess learning through games in health-volunteers, because, this population had an excessive desire for such methods; and to the extent of the authors’ knowledge, no study has been carried out in the mentioned population yet. Material and Methods: This study was a Randomized Control Trial, and the method of data collection was quasi-experimental. The research population was health-volunteers in the Health Deputy of Shiraz University of Medical Sciences in 2017. Using the Cochran formula, the sample size with a five percent error was 111 people. To compare teaching methods based on lecture and game, the research samples were divided into two groups of 55 controls (teaching through lectures) and 56 cases (game-based learning) using a random allocation table.  In this research, the EOP (Emergency Operations Plan) was selected as a subject of instruction. Also, a valid and reliable satisfaction questionnaire was prepared based on published articles in the field of game-based learning. Also, pre rest and posttest were designed for measuring the knowledge before and after the intervention. Results: From 111 participants included in the study, 43 individuals were males (38.7%), and 68 individuals were females (61.3%). With ascertaining the mean of the EOP samples' knowledge scores in the two groups of game and lecture methods, pre-test and post-test were conducted. Based on the results, there was a significant promotion in their knowledge level after the test in the game-based technique (p<0.001). Based on the results of the satisfaction questionnaire, the model was useful and it increased the joy of teaching and active engagement.

Conclusion: Considering the effectiveness of the game-based learning method in reducing time and costs, this new method could be considered as one of the best alternatives for traditional teaching techniques such as lectures. According to the results of this research, active learning strategies such as game-based learning would lead to the improved knowledge and a better understanding of concepts in an attractive environment. In this regard, it is recommended that teachers integrate their teaching practices with interactive games.