Benefits and challenges with gamified multi-media physiotherapy case studies: a mixed method study.
Doris Yin Kei Chong
PMID 31139434WHAT IT FOUND
Physiotherapy students perceived gamified virtual patient cases as motivating and enjoyable, especially real patient videos, leaderboards and interactive activities.
They wanted clearer feedback and better team participation.
Key findings
0196.875% of survey respondents agreed or strongly agreed they enjoyed the virtual patient case experience, and 93.75% agreed the use of gamification in class was useful.
02Students said the gamified classes were motivating and engaging. Over 90% agreed the classes were motivating, and nearly 94% said activities were interactive.
03Students preferred real patient or actor videos over animated cases. They said scores motivated them only if counted toward the final grade.
STILL TO COME
How it was doneWhat they foundWhat it means for PTs
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What it does not show
The study measured perceptions, not learning outcomes. Not all course classes were gamified, so any effect on overall learning performance cannot be attributed to gamification alone. Only 32% of the class completed the survey, and seven male and three female students volunteered for focus groups. The researcher was also the teacher of the gamified classes. Focus group students were selected because they were willing to share in class. The study did not include standardised objective measurements of motivation. Not all gamification mechanics were tested, so other mechanics might have contributed to perceived motivation. The suggested mapping may apply only to similar patient-management teaching contexts.
Declared interests
The study was funded by the university's Advisory Committee on eLearning Learning and Teaching Development Grant. The supplied text names the funder as Hong Kong Polytechnic University.
The easy way to misread this
Do not conclude that gamification alone improved motivation or learning. The gamified sessions also included virtual patient videos, quizzes, discussions, demonstrations, leaderboards and points, and the authors state any effect on overall learning performance cannot be attributed to gamification alone.