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      Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

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          Abstract

          Background

          Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students.

          Methods

          Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students’ prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students’ performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions.

          Results

          Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions.

          Conclusions

          The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students’ short and long-term knowledge retention.

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          Most cited references41

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          Cognitive Architecture and Instructional Design

          Educational Psychology Review, 10(3), 251-296
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            Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

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              Exploring the potential of computer and video games for health and physical education: A literature review

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                Author and article information

                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central
                1472-6920
                2013
                25 February 2013
                : 13
                : 30
                Affiliations
                [1 ]Department of Physiotherapy, Speech-Language and Hearing Sciences and Occupational Therapy, School of Medicine, University of Sao Paulo, Sao Paulo, Brazil
                [2 ]Rua Cipotânea, 51 – Cidade Universitária, CEP: 05360-160, São Paulo/S.P, Brazil
                Article
                1472-6920-13-30
                10.1186/1472-6920-13-30
                3586342
                23442203
                d43bb153-3da6-4fe4-8346-09f52165796c
                Copyright ©2013 Rondon et al; licensee BioMed Central Ltd.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 5 September 2012
                : 20 February 2013
                Categories
                Research Article

                Education
                anatomy,computer-assisted instruction,language and hearing sciences,learning,physiology,speech,stomatognathic system

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