Examination outcomes following use of card games for learning radiographic image quality in veterinary medicine

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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.

Original languageEnglish (US)
Pages (from-to)140-144
Number of pages5
JournalJournal of veterinary medical education
Issue number1
StatePublished - Mar 1 2018


  • Artifacts
  • Card game
  • Gamification
  • Image quality
  • Radiography game
  • Radiology

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