Document Type (Journals)
Serious games incorporate learning objectives in the context of competitive games with rules. These types of games have been incorporated in education as well as therapeutic contexts. This study examined the effectiveness of a modification of the game “Snakes and Ladders,” for reviewing and learning qualitative research concepts. Using the Game-based Evaluation Model (GEM), the researchers also measured learning indicators such as interest and enjoyment, perceived competence, effort and importance, and value/usefulness. Thirty-eight Master of Occupational Therapy students completed a 25-question multiple choice pretest to measure knowledge of qualitative research concepts before playing the game. A 25-question multiple choice posttest was administered five days later to measure the students’ knowledge retention. A seven-point Likert-type Learning Indicators Questionnaire (LIQ) based on the Intrinsic Motivation Inventory was also administered following the posttest. A dependent t-test revealed a statistically significant increase in mean scores on the posttest [t(37) = 4.86, p < .001; medium to large effect size (d = .79)]. All mean scores on the LIQ subscales were well above the median score of 3.5 on the 7-point scale. These results suggest that not only was the game effective for reviewing qualitative research concepts but that it also successfully incorporated motivational features that can influence learning in general. The particular game described in this study can be used with various content and incorporated in either an educational or therapeutic context.
Kendal L. Booker, PhD, OTR/L is an Adjunct Assistant Professor, Department of Occupational Therapy, College of Health Professions, at University of Tennessee Health Science Center. Her primary interests are addressing student anxiety and simulation in education.
Anita Mitchell, PhD, OTR, FAOTA is Professor, Department of Occupational Therapy, College of Health Professions, at the University of Tennessee Health Science Center. Her primary areas of interest are pediatrics and student learning.
Declaration of Interest
The authors report no declarations of interest.
Booker, K. L., & MItchell, A. W. (2021). From Boring to Board Game: The Effect of a Serious Game on Key Learning Outcomes. Journal of Occupational Therapy Education, 5 (4). https://doi.org/10.26681/jote.2021.050407
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