"DETEFISIO”: using an educational game as a remote learning tool for Physiotherapy Students
DOI:
https://doi.org/10.21814/h2d.2890Keywords:
education, educational game, active teaching methodsAbstract
The educational process has undergone several changes, especially after the social isolation imposed by the Coranavirus pandemic and the substitution of classroom classes with remote ones. The adaptation of educational resources to the interests of students is necessary in this context. The objective of this manuscript is to report the experience of using the “DETEFISIO” educational game in the discipline of Special Topics in Rheumatology and Chronic Diseases in a remote way. Methodology. The game addressing rheumatological and chronic pathologies was adapted for on-line application using Zoom. The game was performed in 1 hour and 40 minutes with 24 night-time students and 21 night-time students, of the tenth semester of the Physiotherapy course. The main objective of the game was to discover based on the tips the pathology and describe the indicated physiotherapeutic treatment. Results. The game contributed to develop the relationship between diagnosis and physiotherapeutic treatment, promoting active participation of students, even remotely. Conclusion. Working with educational games can be a promising option to the improvement of the learning process, as they help students to understand the contents in a playful way and foster group work.
Downloads
References
Allery, L.A. (2004). Educational games and structured experiences. Med Teach, 26(6), 504-505. https://doi.org/10.1080/01421590412331285423.
Barab, S. A., Gresalfi, M., & Ingram-Noble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Research, 39, 525–536. https://doi.org/10.3102/0013189X10386593
Barclay, S.M., Jeffres, M.N., & Bhakta, R. (2011). Educational card games to teach pharmacotherapeutics in an advanced pharmacy practice experience. American Journal of Pharmaceutical Education, 75(2). https://doi.org/10.5688/ajpe75233
De Baker, R. S. J., D’Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence and prevalence of affect during interactions with three computer-based learning environments. International Journal of Human-Computer Studies, 68, 223–241. https://doi.org/10.1016/j.ijhcs.2009.12.003
Dhama, K. (2020). COVID-19, an emerging coronavirus infection: advances and prospects in designing and developing vaccines, immunotherapeutics, and therapeutics. Human Vaccines Immunotherapeutics, 16(6), 1232–1238. https://doi.org/10.1080/21645515.2020.1735227
Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychology Science. 18, 850–855. https://doi.org/10.1111/j.1467-9280.2007.01990.x
Fjællingsdal, K.S., & Klöckner, C. (2017). ENED-GEM: A conceptual framework model for psychological enjoyment factors and learning mechanisms in educational games about the environment. Frontiers in Psichology, 8. https://doi.org/10.3389/fpsyg.2017.01085
Green, C. S., & Bavelier, D. (2007). Action video game experience alters the spatial resolution of attention. Psychology Science, 18, 88–94. https://doi.org/10.1111/j.1467-9280.2007.01853.x
Griffiths, M. (2002). The educational benefits of videogames. Educational Health, 20, 47–51.
Haoran, G., Bazakidi, E., & Zary, N. (2019). Serious games in health professions education: review of trends and learning efficacy. IMIA Yearbook of Medical Informatics, 28(1), 240-248. https://doi.org/10.1055/s-0039-1677904
Huang, R., Tlili, A., Chang, T., Zhang, X. , Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7(1), 19 -34. https://doi.org/10.1186/s40561-020-00125-8.
Machhi, J., Herskovitz, J., Senan, A. M., Dutta, D., Nath, B., Oleynikov, M. D., Blomberg, W. R., Meigs. D. D., Hasan, M, Patel, M., Kline, P., Chang, R. C., Chang, L., Gendelman, H. E., & Kevadiy, B. D. (2020). The natural history, pathobiology, and clinical manifestations of sars-cov-2 infections. Journal of Neuroimmune Pharmacology, 15(3), 359-386. https://doi.org/10.1007/s11481-020-09944-5
Jowsey,T., Fosterb, G., Cooper-Ioeluc, P., & Jacobsd, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44. https://doi.org/10.1016/j.nepr.2020.102775.
Knuppe, L. (2006). Motivação e desmotivação: desafio para as professoras do Ensino Fundamental. Educar em Revista, 27, 277-290. https://doi.org/10.1590/S0104-40602006000100017
Luchi, K. C. G., Montrezor, L. H., & Marcondes, F. K. (2017). Effect of an educational game on university students’ learning about action potentials. Advanced Physiology Education, 41, 222–230. https://doi.org/10.1152/advan.00146.2016
Mahan, J. D., & Stein, D.S. (2014). Teaching adults-best practices that leverage the emerging understanding of the neurobiology of learning. Current Problems in Pediatric and Adolescent Health Care, 44(6), 141–149. https://doi.org/ 10.1016/j.cppeds.2014.01.003
Pinto, A. S. S, Bueno, M. R. P., Silva, M. A. F. A., Sellman, M. Z., & Koehler, S. F.(2012). Inovação didática-projeto de reflexão e aplicação de metodologias ativas de aprendizagem no ensino superior: uma experiência com “peer instruction”. Revista Janus, 9(15), 75–87. http://unifatea.com.br/seer3/index.php/Janus/article/view/289/260
Santos, A. B., & Guimarães, C. R. P. (2010). A utilização de jogos como recurso didático no ensino de zoologia. Revista electrónica de investigación en educación en ciencias, 5(2), 52-57.
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2020). COVID-19 educational disruption and response. https://en.unesco.org/news/covid-19-educational-disruption-and-response
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 H2D|Digital Humanities Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
