Integrating a Serious Game Into Case-Based Learning

Background . Gaming can augment case-based learning (CBL) when students play the role of characters in the accompanying narrative and apply their knowledge. Aim . This article describes how an educational game was integrated into a CBL activity aimed to teach students the immunological basis behind how the Ebola virus evades the immune response. Method . The CBL activity and game were co-developed to align with learning objectives relative to basic immunology . The exercise was implemented during a rigorous summer enrichment program with US domestic and international high school students. Quasi-experimental and exploratory correlational research designs were employed to assess student engagement and learning gains, and relationships to various factors including game playing attributes and goal orientations. Results . Students found the CBL activity to be engaging and improve their understanding of the material. Comparison of pre-/post-test knowledge scores corroborated such findings. Increased student frequency of playing the game was associated with higher post-knowledge scores. Various student attributes were associated with increased learning and game play. Conclusions . Gaming integrated within case studies has the potential to enhance students’ engagement and learning by allowing learners to explore challenging biological processes in a digital environment.