Understanding the concepts of radiographic image quality and artifact formation can be difficult for veterinary students. Two educational card games were previously developed to help students learn about factors affecting contrast and blackness as well as radiographic artifacts. Second-year veterinary students played one of the two card games as a part of their normal studies for their veterinary imaging course and later took the radiographic physics quiz normally administered during the course. Performance on quiz questions related to each of the two games was compared between students who played each respective game and those who did not. The hypothesis was that students who played a game would perform better on related questions than those who did not play that game. For the contrast and blackness questions, students who played the associated game as part of their studies performed better than those who only studied by conventional means (mean 4.3 vs. 3.8 out of 5 points, p = .02). However, there was no significant difference in results between groups for artifacts questions (mean 4.7 vs. 4.5 out of 5 points, p = .35). Based on these results, educational game play can have benefits to student learning, but performance may be dependent on specific game objectives and play mechanics.
Bibliographical noteFunding Information:
The author declares no conflict of interest. The author alone is responsible for the content and writing of this article. Partial funding support for this study was provided by a University of Minnesota College of Veterinary Medicine Educational Development/Curriculum Implementation Grant.
© 2018 AAVMC.
- Card game
- Image quality
- Radiography game