Abstract
Introduction
Escape room games have been shown to be successful in improving teamwork and promoting critical thinking. The aim of this project was to develop a 3D interactive virtual escape room (Hepatitiscape™) to complement teaching hepatitis concepts and to assess its effectiveness in two cohorts of students (Monash Australia and Malaysia campuses).
Methods
A sequential mixed methods approach was used. To assess the effectiveness of the virtual game-based learning, a pre- and post- knowledge test was administered to measure students’ immediate knowledge gain and the final assessment grades were used to measure knowledge retention of the topic. Students’ perception of Hepatitiscape™ was gathered using an online questionnaire.
Results
A total of 418 students participated and a statistically significant improvement was seen in the knowledge test scores (58.66% pre-intervention vs 72.05% post-intervention, p < 0.05). Final assessment scores for hepatitis-related exam question improved by 2.3% (Malaysia) and 8.8% (Australia) compared to previous year. From the 105 students who participated in the perception survey, 97% strongly agreed/agreed that they had a better understanding of hepatitis after completing Hepatitiscape™. The majority of students also perceived the activity improved their teamwork (99.1%), critical thinking skills (95.2%) and problem-solving skills (94.3%).
Discussion
Hepatitiscape™ was an effective pedagogical approach to teach and reinforce clinical concepts of hepatitis among pharmacy students. Hepatitis is a specialised area and it can be difficult to find facilitators to run workshops. Hepatitiscape™ can be run with minimal facilitation and off campus. Game-based learning has been known to positively stimulate students’ engagement and persistence on tasks, which in turn enhance deep learning. (Cain et al, 2015) With the evolving landscape of education and learner demographics, investment in technology- enhanced game-based learning can help support academics engage students online.
Escape room games have been shown to be successful in improving teamwork and promoting critical thinking. The aim of this project was to develop a 3D interactive virtual escape room (Hepatitiscape™) to complement teaching hepatitis concepts and to assess its effectiveness in two cohorts of students (Monash Australia and Malaysia campuses).
Methods
A sequential mixed methods approach was used. To assess the effectiveness of the virtual game-based learning, a pre- and post- knowledge test was administered to measure students’ immediate knowledge gain and the final assessment grades were used to measure knowledge retention of the topic. Students’ perception of Hepatitiscape™ was gathered using an online questionnaire.
Results
A total of 418 students participated and a statistically significant improvement was seen in the knowledge test scores (58.66% pre-intervention vs 72.05% post-intervention, p < 0.05). Final assessment scores for hepatitis-related exam question improved by 2.3% (Malaysia) and 8.8% (Australia) compared to previous year. From the 105 students who participated in the perception survey, 97% strongly agreed/agreed that they had a better understanding of hepatitis after completing Hepatitiscape™. The majority of students also perceived the activity improved their teamwork (99.1%), critical thinking skills (95.2%) and problem-solving skills (94.3%).
Discussion
Hepatitiscape™ was an effective pedagogical approach to teach and reinforce clinical concepts of hepatitis among pharmacy students. Hepatitis is a specialised area and it can be difficult to find facilitators to run workshops. Hepatitiscape™ can be run with minimal facilitation and off campus. Game-based learning has been known to positively stimulate students’ engagement and persistence on tasks, which in turn enhance deep learning. (Cain et al, 2015) With the evolving landscape of education and learner demographics, investment in technology- enhanced game-based learning can help support academics engage students online.
| Original language | English |
|---|---|
| Pages | 122-122 |
| Number of pages | 1 |
| Publication status | Published - 2023 |
