Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol
© 2020 Elsevier B.V. Objectives: To develop and evaluate a serious game to deliver knowledge about the cleft lip with or without cleft palate (CL/P) protocol used in Craniofacial Center, Chiang Mai University. Methods: The game “Cleft Island” was developed then extensively evaluated using different...
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th-cmuir.6653943832-707752020-10-14T08:41:07Z Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol Patison Palee Noppon Wongta Krit Khwanngern Waritsara Jitmun Noppon Choosri Medicine © 2020 Elsevier B.V. Objectives: To develop and evaluate a serious game to deliver knowledge about the cleft lip with or without cleft palate (CL/P) protocol used in Craniofacial Center, Chiang Mai University. Methods: The game “Cleft Island” was developed then extensively evaluated using different criteria, including the measured knowledge gained by participants, and gameplay experience. A group of 53 fourth and fifth-year medical students (male: 24, female: 29) were recruited to take part in an experiment. They were from the Faculty of Medicine, Chiang Mai University, and had just rotated to the Department of Surgery. Three evaluations were conducted: 1) to test whether the players had competently gained CL/P knowledge; 2) to evaluate the usability of the game according to the System Usability Scale (SUS); and 3) to evaluate the game experience in terms of a Game Experience Questionnaire (GEQ) test. Results: The results indicate a statistically significant improvement of medical students’ knowledge after performing the Wilcoxon Signed-Ranks test (p < 0.5) between pre-test and post-test scores of the same medical student group; the acceptable average SUS score (M = 55.28) of the serious game; a moderate degree of experience of the GEQ components including positive affect (M = 2.64), competence (M = 2.49), and immersion (M = 2.21). Conclusions: Cleft Island can be used as an effective supplementary instructional material, which has the potential to provide significant knowledge of CL/P treatment protocol for the players. As far as the authors are aware, this is the first study to implement and assess a serious game for training in CL/P protocol. 2020-10-14T08:41:07Z 2020-10-14T08:41:07Z 2020-09-01 Journal 18728243 13865056 2-s2.0-85086514231 10.1016/j.ijmedinf.2020.104166 https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85086514231&origin=inward http://cmuir.cmu.ac.th/jspui/handle/6653943832/70775 |
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Medicine Patison Palee Noppon Wongta Krit Khwanngern Waritsara Jitmun Noppon Choosri Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol |
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© 2020 Elsevier B.V. Objectives: To develop and evaluate a serious game to deliver knowledge about the cleft lip with or without cleft palate (CL/P) protocol used in Craniofacial Center, Chiang Mai University. Methods: The game “Cleft Island” was developed then extensively evaluated using different criteria, including the measured knowledge gained by participants, and gameplay experience. A group of 53 fourth and fifth-year medical students (male: 24, female: 29) were recruited to take part in an experiment. They were from the Faculty of Medicine, Chiang Mai University, and had just rotated to the Department of Surgery. Three evaluations were conducted: 1) to test whether the players had competently gained CL/P knowledge; 2) to evaluate the usability of the game according to the System Usability Scale (SUS); and 3) to evaluate the game experience in terms of a Game Experience Questionnaire (GEQ) test. Results: The results indicate a statistically significant improvement of medical students’ knowledge after performing the Wilcoxon Signed-Ranks test (p < 0.5) between pre-test and post-test scores of the same medical student group; the acceptable average SUS score (M = 55.28) of the serious game; a moderate degree of experience of the GEQ components including positive affect (M = 2.64), competence (M = 2.49), and immersion (M = 2.21). Conclusions: Cleft Island can be used as an effective supplementary instructional material, which has the potential to provide significant knowledge of CL/P treatment protocol for the players. As far as the authors are aware, this is the first study to implement and assess a serious game for training in CL/P protocol. |
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Patison Palee Noppon Wongta Krit Khwanngern Waritsara Jitmun Noppon Choosri |
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Patison Palee Noppon Wongta Krit Khwanngern Waritsara Jitmun Noppon Choosri |
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Patison Palee |
title |
Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol |
title_short |
Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol |
title_full |
Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol |
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Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol |
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Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol |
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serious game for teaching undergraduate medical students in cleft lip and palate treatment protocol |
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2020 |
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https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85086514231&origin=inward http://cmuir.cmu.ac.th/jspui/handle/6653943832/70775 |
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