Integrating a Serious Game Into Case-Based Learning

Tracie M. Addy, Derek Dube, Catherine Croft, Jonathan O. Nardolilli, Orville C. Paynter, Michelle L. Hutchings, Michael J. Honsberger and Philip M. Reeves

Simulation & Gaming, 2018, vol. 49, issue 4, 378-400

Abstract: Background . Gaming can augment case-based learning (CBL) when students play the role of characters in the accompanying narrative and apply their knowledge. Aim . This article describes how an educational game was integrated into a CBL activity aimed to teach students the immunological basis behind how the Ebola virus evades the immune response. Method . The CBL activity and game were co-developed to align with learning objectives relative to basic immunology . The exercise was implemented during a rigorous summer enrichment program with US domestic and international high school students. Quasi-experimental and exploratory correlational research designs were employed to assess student engagement and learning gains, and relationships to various factors including game playing attributes and goal orientations. Results . Students found the CBL activity to be engaging and improve their understanding of the material. Comparison of pre-/post-test knowledge scores corroborated such findings. Increased student frequency of playing the game was associated with higher post-knowledge scores. Various student attributes were associated with increased learning and game play. Conclusions . Gaming integrated within case studies has the potential to enhance students’ engagement and learning by allowing learners to explore challenging biological processes in a digital environment.

Keywords: case-based learning; gaming; immunology; science; serious games (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:49:y:2018:i:4:p:378-400

DOI: 10.1177/1046878118779416

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