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.

References

Aburahma, M. H., & Mohamed, H. M. (2015). Educational Games as a Teaching Tool in Pharmacy Curriculum. American Journal of Pharmaceutical Education, 79(4), 59.Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman DOI: https://doi.org/10.5688/ajpe79459

Becker, W. E., & Watts, M. (2001). Teaching economics at the start of the 21st century: Still chalk-and-talk. American Economic Review, 91(2), 446-451. DOI: https://doi.org/10.1257/aer.91.2.446

Bensinger, H. (2015). Critical-Thinking Challenge Games and Teaching Outside of the Box. Nurse Educator, 40(2), 57-58. DOI: https://doi.org/10.1097/NNE.0000000000000099

Berland, M., & Lee, V. R. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning (IJGBL), 1(2), 65-81. DOI: https://doi.org/10.4018/ijgbl.2011040105

Biggs, J. (2003). Aligning teaching for constructing learning. Higher Education Academy, 1-4.

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: Harvard University Press. DOI: https://doi.org/10.2307/j.ctt6wprs3

Browning, H. (2016). Guidelines for designing effective games as clinical interventions: Mechanics, Dynamics, Aesthetics, and Outcomes (MDAO) Framework. In Handbook of Research on Holistic Perspectives in Gamification for Clinical Practice (pp. 105-130): IGI Global. DOI: https://doi.org/10.4018/978-1-4666-9522-1.ch006

Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55. DOI: https://doi.org/10.1016/j.compedu.2016.11.009

Cain, J., & Piascik, P. (2015). Are Serious Games a Good Strategy for Pharmacy Education? American Journal of Pharmaceutical Education, 79(4), 47. DOI: https://doi.org/10.5688/ajpe79447

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches: Sage publications.

de Freitas, S., Gibson, D., Du Plessis, C., Halloran, P., Williams, E., Ambrose, M., . . . Arnab, S. (2015). Foundations of dynamic learning analytics: Using university student data to increase retention. British Journal of Educational Technology, 46(6), 1175-1188. DOI: https://doi.org/10.1111/bjet.12212

Denzin, N. K. (2017). Sociological methods: A sourcebook: Routledge. DOI: https://doi.org/10.4324/9781315129945

De Vos, A. S. (2011). Research at grass roots : for the social sciences and human services professions (4th ed. ed.). Pretoria: Van Schaik.

Ehrlich, R., & Coakes, D. Patient care in radiography: with an introduction to medical imaging, ed 8, St. Louis, 2013. In: Elsevier.

Elverdam, C., & Aarseth, E. (2007). Game classification and game design: Construction through critical analysis. Games and Culture, 2(1), 3-22 DOI: https://doi.org/10.1177/1555412006286892

Engel-Hills, P. (2005). Radiographers at the heart of technology in Africa: a curricular response to contextual change. J Eng Des Technol Special(67-74).

Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93-99. DOI: https://doi.org/10.1016/j.afjem.2017.08.001

Francis, A., Hills, C., MacDonald-Wicks, L., Johnston, C., James, D., Surjan, Y., & Warren-Forward, H. (2016). Characteristics of an ideal practice educator: Perspectives from practice educators in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy and physiotherapy and radiation therapy. Radiography, 22(4), 287-294.Gentry, S., L'Estrade Ehrstrom, B., Gauthier, A., Alvarez, J., Wortley, D., van Rijswijk, J., . . . Nikolaou, C. K. (2016). Serious Gaming and Gamification interventions for health professional education. The Cochrane Library. DOI: https://doi.org/10.1016/j.radi.2016.04.001

Government, S. A. (2018). Overview | Council on Higher Education. Accessed on 10th January 2018 Retrieved from http://www.che.ac.za/focus_areas/higher_education_qualification_sub_framework/overview

Grey, S., Grey, D., Gordon, N., & Purdy, J. (2017). Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour. International Journal of Game-Based Learning, 7(3), 63-73. DOI: https://doi.org/10.4018/IJGBL.2017070106

Grove, S. K., & Gray, J. R. (2018). Understanding Nursing Research E-Book: Building an Evidence-Based Practice: Elsevier Health Sciences.

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. DOI: https://doi.org/10.1016/j.compedu.2014.08.019

Hunicke, R., LeBlanc, M., & Zubek, R. (2004). MDA: A formal approach to game design and game research. Paper presented at the Proceedings of the AAAI Workshop on Challenges in Game AI.

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. DOI: https://doi.org/10.1186/s40594-016-0046-z

Kickmeier-Rust, M. D., & Albert, D. (2012). Educationally adaptive: Balancing serious games. International Journal of Computer Science in Sport (International Association of Computer Science in Sport), 11(1).

Kim, B. (2015). Understanding gamification. Chicago, IL: ALA TechSource.

Larkin, H., & Richardson, B. (2013). Creating high challenge/high support academic environments through constructive alignment: student outcomes. Teaching in Higher Education, 18(2), 192-204. DOI: https://doi.org/10.1080/13562517.2012.696541

Liamputtong, P. (2011). Focus group methodology: Principle and practice: Sage Publications. DOI: https://doi.org/10.4135/9781473957657

Margarida, R., Mireia, U., & Michela, O. (2015). Can Serious Games Contribute to Developing and Sustaining 21st Century Skills? Games and Culture, 10(2), 148-177. DOI: https://doi.org/10.1177/1555412014548919

Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331-336. DOI: https://doi.org/10.3109/0142159X.2014.943710

Polit, D. F., & Beck, C. T. (2017). Essentials of Nursing Research: Appraising evidence for nursing practice (9th edition ed.). Philadelphia Wolters Kluwer.

Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411-420. DOI: https://doi.org/10.1016/j.bushor.2015.03.006

Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2016). Game on: Engaging customers and employees through gamification. Business Horizons, 59(1), 29-36. DOI: https://doi.org/10.1016/j.bushor.2015.08.002

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15.Schell, J., & Schell, G. (2008). The art of game design a deck of lenses. Pittsburgh, Pa.: Schell Games. DOI: https://doi.org/10.2307/j.ctt6wq6fh.6

http://www.che.ac.za/focus_areas/higher_education_qualification_sub_framework/overview

Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In Applications of flow in human development and education (pp. 475-494): Springer. DOI: https://doi.org/10.1007/978-94-017-9094-9_24

Treher, E. N. (2011). Learning with board games. The Learning Key Inc.

Trigwell, K., & Prosser, M. (2014). Qualitative variation in constructive alignment in curriculum design. Higher Education, 67(2), 141-154. DOI: https://doi.org/10.1007/s10734-013-9701-1

Tsai, F.-H., Tsai, C.-C., & Lin, K.-Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259-269. DOI: https://doi.org/10.1016/j.compedu.2014.10.013

Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences, 15(3), 398-405. DOI: https://doi.org/10.1111/nhs.12048

Wang, R., DeMaria, S., Goldberg, A., & Katz, D. (2016). A Systematic Review of Serious Games in Training Health Care Professionals. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 11(1), 41-51. DOI: https://doi.org/10.1097/SIH.0000000000000118