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Journal ArticleDOI

Educational Gaming for Pharmacy Students - Design and Evaluation of a Diabetes Themed Escape Room

01 Sep 2017-The American Journal of Pharmaceutical Education (American Journal of Pharmaceutical Education)-Vol. 81, Iss: 7, pp 6265-6265
TL;DR: The diabetes escape room proved to be a valuable educational game that increased students’ knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants.
Abstract: Objective. To design an educational game that will increase third-year professional pharmacy students' knowledge of diabetes mellitus disease management and to evaluate their perceived value of the game. Methods. Faculty members created an innovative educational game, the diabetes escape room. An authentic escape room gaming environment was established through the use of a locked room, an escape time limit, and game rules within which student teams completed complex puzzles focused on diabetes disease management. To evaluate the impact, students completed a pre-test and post-test to measure the knowledge they've gained and a perception survey to identify moderating factors that could help instructors improve the game's effectiveness and utility. Results. Students showed statistically significant increases in knowledge after completion of the game. A one-sample t-test indicated that students' mean perception was statistically significantly higher than the mean value of the evaluation scale. This statically significant result proved that this gaming act offers a potential instructional benefit beyond its novelty. Conclusion. The diabetes escape room proved to be a valuable educational game that increased students' knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants.

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Journal ArticleDOI
Jeff Cain1
TL;DR: This implementation of an educational escape room explored the feasibility of using a blended online/offline escape room activity in a large enrollment pharmacy management course and found the blended environment escape room was implemented successfully.

108 citations

Journal ArticleDOI
TL;DR: The results of this paper show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses and suggest that students prefer these activities over traditional computer laboratory sessions.
Abstract: In addition to being a well-liked form of recreation, escape rooms have drawn the attention of educators due to their ability to foster teamwork, leadership, creative thinking, and communication in a way that is engaging for students. As a consequence, educational escape rooms are emerging as a new type of learning activity under the promise of enhancing students' learning through highly engaging experiences. These activities consist of escape rooms that incorporate course materials within their puzzles in such a way that students are required to master these materials in order to succeed. Although several studies have reported on the use of escape rooms in a wide range of disciplines, prior research falls short of addressing the use of educational escape rooms for teaching programming, one of the most valuable skills of the twenty-first century that students often have difficulties grasping. This paper reports on the use of an educational escape room in a programming course at a higher education institution and provide, for the first time, insights on the instructional effectiveness of using educational escape rooms for teaching programming. The results of this paper show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses. These results also suggest that students prefer these activities over traditional computer laboratory sessions. Finally, another novel contribution of this paper is a set of recommendations and proposals for educators in order to help them create effective educational escape rooms for teaching programming.

103 citations


Cites background or result from "Educational Gaming for Pharmacy Stu..."

  • ...Other interesting findings of one of theseworks [15] are that educational escape rooms can help students learn from their peers and see the course materials from a different perspective....

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  • ...The latter approach often included video vigilance to monitor the activity [15], [19], or even walkie-talkies to allow communication between students and instructors [19]....

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  • ...These results were consistent with previous studies, which also found that educational escape rooms have the ability to improve students knowledge on a specific topic [10], [15]....

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  • ...When addressing students’ perceptions of educational escape rooms, prior studies found that students enjoyed participating and, at the same time, they considered them a valuable learning experience [10], [13], [15]....

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  • ...tance [15], [13], or applying a time penalty every time they call for help [17], [9]....

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Journal ArticleDOI
TL;DR: The concept of an escape room or serious game-based learning was found to be an engaging teaching strategy by faculty and students.

98 citations

Journal ArticleDOI
TL;DR: In this paper, a systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects, and relations between the game design and the educational aspects are studied.

75 citations

Journal ArticleDOI
TL;DR: The escape room activity was developed in such a way that it focused on teamwork, critical thinking, problem solving, and the integration of didactic coursework with the intent that the students could apply their knowledge in a simulated scenario.

62 citations

References
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Journal ArticleDOI
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Abstract: Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.

14,006 citations


"Educational Gaming for Pharmacy Stu..." refers background in this paper

  • ...The goal of the teaching innovation was to fully engage learners in learning by doing.(5,6)...

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  • ...meaningful activities.(5,6) As shown in the educational literature,(8-11) gaming not only provides this type of learning context but also promotes both engagement and persistence on task, two critical conditions for deep learning....

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Journal ArticleDOI
TL;DR: Patients with diabetes who received ongoing PCS maintained improvement in A1c over time, and employers experienced a decline in mean total direct medical costs.
Abstract: Objective: To assess the persistence of outcomes for up to 5 years following the initiation of community-based pharmaceutical care services (PCS) for patients with diabetes. Design: Quasi-experimental, longitudinal pre−post cohort study. Setting: Twelve community pharmacies in Asheville, N.C. Patients and Other Participants: Patients with diabetes covered by self-insured employers’ health plans. Community pharmacists trained in a diabetes certificate program and reimbursed for PCS. Interventions: Education by certified diabetes educators, long-term community pharmacist follow-up using scheduled consultations, clinical assessment, goal setting, monitoring, and collaborative drug therapy management with physicians. Main Outcome Measures: Changes in glycosylated hemoglobin (A1c) and serum lipid concentrations and changes in diabetes-related and total medical utilization and costs over time. Results: Mean A1c decreased at all follow-ups, with more than 50% of patients demonstrating improvements at each time. The number of patients with optimal A1c values (< 7 %) also increased at each follow-up. More than 50% showed improvements in lipid levels at every measurement. Multivariate logistic regressions suggested that patients with higher baseline A1c values or higher baseline costs were most likely to improve or have lower costs, respectively. Costs shifted from inpatient and outpatient physician services to prescriptions, which increased significantly at every follow-up. Total mean direct medical costs decreased by $1,200 to $1,872 per patient per year compared with baseline. Days of sick time decreased every year (1997‐2001) for one employer group, with estimated increases in productivity estimated at $18,000 annually. Conclusion: Patients with diabetes who received ongoing PCS maintained improvement in A1c over time, and employers experienced a decline in mean total direct medical costs.

699 citations


"Educational Gaming for Pharmacy Stu..." refers background in this paper

  • ...INTRODUCTION Pharmacists provide valuable diabetes disease management to patients to improve health outcomes and decrease health care-associated costs.(1,2) Hands-on diabetes training programs can increase student competence and self-confidence to provide diabetes care....

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Journal ArticleDOI
TL;DR: This paper found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of games in science and math.
Abstract: Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.

673 citations

Journal ArticleDOI
TL;DR: A conceptual model, called Activity Theory-based Model of Serious Games (ATMSG), that aims to fill the gap in models, frameworks and methodologies for serious games analysis and design, and depicts how the combination of serious games elements supports pedagogical goals.
Abstract: There are currently a number of models, frameworks and methodologies for serious games analysis and design that provide useful interpretations of the possibilities and limitations offered by serious games. However, these tools focus mostly on high-level aspects and requirements and do not help understand how such high-level requirements can be concretely satisfied. In this paper, we present a conceptual model, called Activity Theory-based Model of Serious Games (ATMSG), that aims to fill this gap. ATMSG supports a systematic and detailed representation of educational serious games, depicting the ways that game elements are connected to each other throughout the game, and how these elements contribute to the achievement of the desired pedagogical goals. Three evaluation studies indicate that ATMSG helped participants, particularly those with gaming experience, identify and understand the roles of each component in the game and recognize the game's educational objectives. We present a model for serious games analysis and conceptual design, called ATMSG.Activity theory is used as the underlying theoretical framework.ATMSG supports a systematic and detailed representation of educational serious games.ATMSG depicts how the combination of serious games elements supports pedagogical goals.A taxonomy of serious games elements is presented to assist the analysis of SGs.

257 citations

Journal ArticleDOI
TL;DR: Advantages of serious gaming in pharmacy education include authentic, situated learning without risk of patient consequences, collaborative learning, ability to challenge students of all performance levels, high student motivation with increased time on task, immediate feedback and potential for behavior and attitude change.
Abstract: Serious gaming is the use of game principles for the purposes of learning, skill acquisition, and training. Higher education is beginning to incorporate serious gaming into curricula, and health professions education is the most common area for serious game use. Advantages of serious gaming in pharmacy education include authentic, situated learning without risk of patient consequences, collaborative learning, ability to challenge students of all performance levels, high student motivation with increased time on task, immediate feedback, ability to learn from mistakes without becoming discouraged, and potential for behavior and attitude change. Development of quality games for pharmacy education requires content expertise as well as expertise in the science and design of gaming. When well done, serious gaming provides a valuable additional tool for pharmacy education.

109 citations