Event Title

Game-based learning: Novel teaching tools for student engagement and knowledge transfer

Location

Resnick

Format

Podium Presentation

Start Date

24-1-2015 11:45 AM

End Date

24-1-2015 12:15 PM

Abstract

INTRODUCTION: New approaches to teaching and learning must be embraced to successfully translate knowledge to the current and future student cohorts. As healthcare, society and generations change, education delivery must evolve as well.

PURPOSE: One approach is game based learning (GBL). Game-based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world. It targets intrinsic motivation through experiential learning.

METHODOLOGY: Various GBL tools were employed throughout the Integumentary PT course to enhance the student learning experience. Wound Geography, Pin the Skin, Virtual Wound Modules, participation badges (Band-Aids) and Wound Jeopardy were utilized to reinforce foundational knowledge pertinent to wound management. Students were informally surveyed to determine their like or dislike using the different GBL tools, as well as to gauge if learning was enhanced by using these various tools.

RESULTS: The first and second year DPT students at NSU who had experienced the GBL tools in the Integumentary PT course were informally queried about their experience with the learning games. The majority of students favored the tools stating it made the learning more fun and memorable.

CONCLUSIONS: GBL supports the way millennial students learn and interact with the world. Students are more engaged with the learning process when various novel teaching modalities are employed. Further, the students enjoyed the activity as evidenced by participation and active engagement.

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Jan 24th, 11:45 AM Jan 24th, 12:15 PM

Game-based learning: Novel teaching tools for student engagement and knowledge transfer

Resnick

INTRODUCTION: New approaches to teaching and learning must be embraced to successfully translate knowledge to the current and future student cohorts. As healthcare, society and generations change, education delivery must evolve as well.

PURPOSE: One approach is game based learning (GBL). Game-based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world. It targets intrinsic motivation through experiential learning.

METHODOLOGY: Various GBL tools were employed throughout the Integumentary PT course to enhance the student learning experience. Wound Geography, Pin the Skin, Virtual Wound Modules, participation badges (Band-Aids) and Wound Jeopardy were utilized to reinforce foundational knowledge pertinent to wound management. Students were informally surveyed to determine their like or dislike using the different GBL tools, as well as to gauge if learning was enhanced by using these various tools.

RESULTS: The first and second year DPT students at NSU who had experienced the GBL tools in the Integumentary PT course were informally queried about their experience with the learning games. The majority of students favored the tools stating it made the learning more fun and memorable.

CONCLUSIONS: GBL supports the way millennial students learn and interact with the world. Students are more engaged with the learning process when various novel teaching modalities are employed. Further, the students enjoyed the activity as evidenced by participation and active engagement.