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The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science

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  • Richard Trevino
  • Carolyn Majcher
  • Jeff Rabin
  • Theresa Kent
  • Yutaka Maki
  • Timothy Wingert

Abstract

Purpose: To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Methods: Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. Results: There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p

Suggested Citation

  • Richard Trevino & Carolyn Majcher & Jeff Rabin & Theresa Kent & Yutaka Maki & Timothy Wingert, 2016. "The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science," PLOS ONE, Public Library of Science, vol. 11(5), pages 1-14, May.
    • Handle: RePEc:plo:pone00:0156389
    DOI: 10.1371/journal.pone.0156389
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