Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learnin...

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Bibliographic Details
Published in:BMC medical education Vol. 21; no. 1; pp. 1 - 7
Main Authors: Mansoory, Meysam Siyah, Khazaei, Mohammad Rasool, Azizi, Seyyed Mohsen, Niromand, Elham
Format: Journal Article
Language:English
Published: London BioMed Central 15.06.2021
BioMed Central Ltd
Springer Nature B.V
BMC
Subjects:
Approaches to teaching and learning
Clinical competence
Coma
Comparative analysis
Computer & video games
Control Groups
Curricula
Data collection
Design
Education
Educational aspects
Educational Objectives
Educational software
Educational technology
Ethics
Evaluation
Games
Hospitals
Internships
Learning
Learning Processes
Lecture
Lecture method in teaching
Medical Education
Medical students
Online instruction
Performance evaluation
Professional Education
Questionnaires
Research Article
Sample size
Serious game
Software
Study and teaching
Teaching methods
Theory of Medicine/Bioethics
Usability
Validity
Virtual reality
Iran
Coma
Medical students
Lecture
Serious game
Virtual reality
ISSN:1472-6920, 1472-6920
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Summary:Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P  = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.
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ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-021-02771-z