Integrating a Serious Game Into Case-Based Learning. (August 2018)

• Record Type: Journal Article
• Authors: Addy, Tracie M.; Dube, Derek; Croft, Catherine; Nardolilli, Jonathan O.; Paynter, Orville C.; Hutchings, Michelle L.; Honsberger, Michael J.; Reeves, Philip M.
• Is Part Of: Simulation & gaming. Volume 49:Number 4(2018)
• Page Start: 378
• Page End: 400
• Publication Date: 2018-08
• Subjects: case-based learning -- gaming -- immunology -- science -- serious games; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878118779416
• Languages: English
• ISSNs: 1046-8781

Abstract

Background . Gaming can augmentcase-based learning (CBL) when students play the role of characters in the accompanying narrative and apply their knowledge. Aim . This article describes how an educational game was integrated into aCBL activity aimed to teach students the immunological basis behind how the Ebola virus evades the immune response. Method . TheCBL activity and game were co-developed to align with learning objectives relative to basicimmunology . The exercise was implemented during a rigorous summer enrichment program with US domestic and international high school students. Quasi-experimental and exploratory correlational research designs were employed to assess student engagement and learning gains, and relationships to various factors including game playing attributes and goal orientations. Results . Students found theCBL activity to be engaging and improve their understanding of the material. Comparison of pre-/post-test knowledge scores corroborated such findings. Increased student frequency of playing the game was associated with higher post-knowledge scores. Various student attributes were associated with increased learning and game play. Conclusions .Gaming integrated within case studies has the potential to enhance students' engagement and learning by allowing learners to explore challenging biological processes in a digital environment.