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

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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
Volume45
Issue number1
DOIs
StatePublished - Mar 1 2018

Fingerprint

veterinary medicine
Veterinary Medicine
students
learning
Learning
Students
examination
Artifacts
student
artifact
veterinarians
quiz
physics
mechanics
learning performance
Physics
Mechanics
image analysis
mechanic

Keywords

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

Cite this

@article{2336c3310195473d829c0df57070279d,
title = "Examination outcomes following use of card games for learning radiographic image quality in veterinary medicine",
abstract = "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.",
keywords = "Artifacts, Card game, Gamification, Image quality, Radiography game, Radiology",
author = "Ober, {Christopher P.}",
year = "2018",
month = "3",
day = "1",
doi = "10.3138/jvme.0916-146r",
language = "English (US)",
volume = "45",
pages = "140--144",
journal = "Journal of Veterinary Medical Education",
issn = "0748-321X",
publisher = "University of Toronto Press",
number = "1",

}

TY - JOUR

T1 - Examination outcomes following use of card games for learning radiographic image quality in veterinary medicine

AU - Ober, Christopher P.

PY - 2018/3/1

Y1 - 2018/3/1

N2 - 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.

AB - 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.

KW - Artifacts

KW - Card game

KW - Gamification

KW - Image quality

KW - Radiography game

KW - Radiology

UR - http://www.scopus.com/inward/record.url?scp=85043535612&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85043535612&partnerID=8YFLogxK

U2 - 10.3138/jvme.0916-146r

DO - 10.3138/jvme.0916-146r

M3 - Article

C2 - 28703657

AN - SCOPUS:85043535612

VL - 45

SP - 140

EP - 144

JO - Journal of Veterinary Medical Education

JF - Journal of Veterinary Medical Education

SN - 0748-321X

IS - 1

ER -