Learning Histology Through Game-Based Learning Supported by Mobile Technology

SUMMARY: Digital game-based learning and the testing effect have been shown to be effective in improving learning. The use of screens offers the opportunity to test innovative learning strategies in the classroom. Here, we report the impact of implementing a game and testing effect-based learning to...

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Autores principales:	Rojas-Mancilla,Edgardo, Conei,Daniel, Bernal,Yanara A, Astudillo,Dan, Contreras,Yuri
Lenguaje:	English
Publicado:	Sociedad Chilena de Anatomía 2019
Materias:	Game-based learning Feedback Undergraduate Histology
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022019000300903
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spelling	oai:scielo:S0717-950220190003009032019-09-11Learning Histology Through Game-Based Learning Supported by Mobile TechnologyRojas-Mancilla,EdgardoConei,DanielBernal,Yanara AAstudillo,DanContreras,Yuri Game-based learning Feedback Undergraduate Histology SUMMARY: Digital game-based learning and the testing effect have been shown to be effective in improving learning. The use of screens offers the opportunity to test innovative learning strategies in the classroom. Here, we report the impact of implementing a game and testing effect-based learning tool in a histology course. Seventy nine students participated in the study (mean age 19.5 years, 65 % female). The students observed a slide-based class and then participated in a game, answering questions about key concepts, using their smartphones. Two surveys, asking about aspects related to perceptions/motivations and use of mobile technologies, were applied. The game allowed for immediate feedback, revealing student performance in every evaluated concept, and allowed teachers to give corrections after detecting conceptual mistakes. Students perceived the methodology as fun, interesting, interactive and attractive. Moreover, 96 % of students participated and enjoyed the game and, among them, all agreed to use the methodology again. In parallel, about 87 % of students use mobile technology to study and 97 % to find academic information, frequently. The results indicate that the vast majority of students use mobile technology to study and positively perceive the game-based strategy. Strategies allowing fast feedback and dynamic relationships in the classroom could potentially improve significant learning on concept acquisition.info:eu-repo/semantics/openAccessSociedad Chilena de AnatomíaInternational Journal of Morphology v.37 n.3 20192019-09-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022019000300903en10.4067/S0717-95022019000300903
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Game-based learning Feedback Undergraduate Histology
spellingShingle	Game-based learning Feedback Undergraduate Histology Rojas-Mancilla,Edgardo Conei,Daniel Bernal,Yanara A Astudillo,Dan Contreras,Yuri Learning Histology Through Game-Based Learning Supported by Mobile Technology
description	SUMMARY: Digital game-based learning and the testing effect have been shown to be effective in improving learning. The use of screens offers the opportunity to test innovative learning strategies in the classroom. Here, we report the impact of implementing a game and testing effect-based learning tool in a histology course. Seventy nine students participated in the study (mean age 19.5 years, 65 % female). The students observed a slide-based class and then participated in a game, answering questions about key concepts, using their smartphones. Two surveys, asking about aspects related to perceptions/motivations and use of mobile technologies, were applied. The game allowed for immediate feedback, revealing student performance in every evaluated concept, and allowed teachers to give corrections after detecting conceptual mistakes. Students perceived the methodology as fun, interesting, interactive and attractive. Moreover, 96 % of students participated and enjoyed the game and, among them, all agreed to use the methodology again. In parallel, about 87 % of students use mobile technology to study and 97 % to find academic information, frequently. The results indicate that the vast majority of students use mobile technology to study and positively perceive the game-based strategy. Strategies allowing fast feedback and dynamic relationships in the classroom could potentially improve significant learning on concept acquisition.
author	Rojas-Mancilla,Edgardo Conei,Daniel Bernal,Yanara A Astudillo,Dan Contreras,Yuri
author_facet	Rojas-Mancilla,Edgardo Conei,Daniel Bernal,Yanara A Astudillo,Dan Contreras,Yuri
author_sort	Rojas-Mancilla,Edgardo
title	Learning Histology Through Game-Based Learning Supported by Mobile Technology
title_short	Learning Histology Through Game-Based Learning Supported by Mobile Technology
title_full	Learning Histology Through Game-Based Learning Supported by Mobile Technology
title_fullStr	Learning Histology Through Game-Based Learning Supported by Mobile Technology
title_full_unstemmed	Learning Histology Through Game-Based Learning Supported by Mobile Technology
title_sort	learning histology through game-based learning supported by mobile technology
publisher	Sociedad Chilena de Anatomía
publishDate	2019
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022019000300903
work_keys_str_mv	AT rojasmancillaedgardo learninghistologythroughgamebasedlearningsupportedbymobiletechnology AT coneidaniel learninghistologythroughgamebasedlearningsupportedbymobiletechnology AT bernalyanaraa learninghistologythroughgamebasedlearningsupportedbymobiletechnology AT astudillodan learninghistologythroughgamebasedlearningsupportedbymobiletechnology AT contrerasyuri learninghistologythroughgamebasedlearningsupportedbymobiletechnology
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Learning Histology Through Game-Based Learning Supported by Mobile Technology

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