A board game to enhance teaching and learning in the Radiographic Technique module:  A pilot study

Hafsa Essop; Mable Kekana; Margret Sethole; Erika Ahrens; Germain Lovric

doi:10.31686/ijier.vol6.iss10.1173

Authors

Hafsa Essop University of Pretoria, South Africa
Mable Kekana, Ms University of Pretoria, South Africa
Margret Sethole, Ms University of Pretoria, South Africa
Erika Ahrens, Ms University of Pretoria, South Africa
Germain Lovric, Ms University of Pretoria, South Africa

DOI:

https://doi.org/10.31686/ijier.vol6.iss10.1173

Keywords:

Board game, radiography, hybrid learning, teaching, gamification

Abstract

Gamification is used encourage the learner to participate in a competitive activity, to encourage engagement and desire to learn. In the Radiographic Practice module, students learn three core radiography performance standards; professionalism, technique and clinical performance. To address these standards, a pilot radiography board game was developed to determine its effectiveness at improving engagement and interest with learning material and its use as a teaching and learning tool. A qualitative, explorative descriptive research design was used, involving focus group interviews with the radiography students. The students recommended some changes and adjustments on the game design and dynamics. They further described the board game as a fun activity and demonstrated that it was possible to learn whilst engaging with the subject material and group discussions. The board game enabled the students to apply critical thinking skills and be introduced the concept of professionalism in the clinical setting.

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