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Rocio Lorenzo-Alvarez Teodoro Rudolphi-Solero Miguel J. Ruiz-Gomez Francisco Sendra-Portero 《Anatomical sciences education》2020,13(5):602-617
Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants. 相似文献
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Maria Lucia Castanheira Brian V. Street Gilcinei Teodoro Carvalho 《Pedagogies: An International Journal》2015,10(1):70-85
This paper draws on the Academic Literacies approach to examine tutor/student relations in the production of academic texts. We address issues associated with learning to write in such contexts, through exploring the perspectives of two groups of non-traditional students as they reflect on their experiences in navigating educational contexts in a Brazilian public university. The term non-traditional is used here to refer to students from social groups whose previous generation had no, or very limited, access to university. In order to explore the “hidden features” of the contextualized nature of academic writing, we present two cases: students from Angola and from Campo, both groups not traditionally represented in Brazilian universities. We explored the development of writing in academic contexts by examining tensions identified by these students and their tutors/teachers as they engaged with academic literacies. 相似文献
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Miguel Sordi Bortolini Junior Guilherme Gularte De Agostini Ismair Teodoro Reis Romeu Paulo Martins Silva Lamounier Jeffrey B. Blumberg Foued Salmen Espindola 《Research quarterly for exercise and sport》2013,84(3):604-610
Saliva provides a convenient and noninvasive matrix for assessing specific physiological parameters, including some biomarkers of exercise. We investigated whether the total protein concentration of whole saliva (TPWS) would reflect the anaerobic threshold during an incremental exercise test. After a warm-up period, 13 nonsmoking men performed a maximum incremental exercise on a cycle ergometer. Blood and stimulated saliva were collected during the test. The TPWS anaerobic threshold (PAT) was determined using the Dmax method. The PAT was correlated with the blood lactate anaerobic threshold (AT; r = .93, p < .05). No significant difference (p = .16) was observed between PAT and AT. Thus, TPWS provides a convenient and noninvasive matrix for determining the anaerobic threshold during incremental exercise tests. 相似文献
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Teodoro Luque Martínez 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):62-89
The present work analyzes the key factors in the university experience that influence graduates' intention to repeat the same studies and the same institution, given the hypothetical option – based on hindsight – of selecting afresh a course and place of study. The work is inspired by the theory of planned behavior [Ajzen, I. (1985). From intentions to actions: A theory of planned behavior, in action control: From cognition to behavior. New York: J. Kuhl and J. Beckmann; Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211]. This analysis is based on the opinion of graduates in relation to a set of variables that together form the intention to repeat, namely quality of education; services and facilities; preparation by the university for employment; fitness-for-purpose of studies for the job market; capacities and skills acquired; the time taken to find work following graduation; current salary; and satisfaction with current employment. Using multiple regression models, the principal components of service quality in a university context are determined. The findings indicate that the quality of the educational process is the most influential aspect both in the intention to repeat the same studies and also in the intention to repeat the same university. Services and facilities have a marked influence on the latter, while the time taken to find employment and current salary are the two aspects with the least impact. 相似文献
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Teodoro Rudolphi-Solero Rocio Lorenzo-Alvarez Miguel J. Ruiz-Gomez Francisco Sendra-Portero 《Anatomical sciences education》2022,15(5):863-876
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students. 相似文献
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