Learning the triage procedure. Serious gaming based on guided discovery learning versus studying worked examples.

Abstract

Background. An increasing number of researchers and educators is considering the use of serious games. Serious games often reflect unguided discovery learning with the assumption that the best learning occurs when students discover and construct information by themselves. However, cognitive load theorists argue that unguided discovery learning generate a heavy working memory load, especially for novices, which is detrimental to learning. A possible way to reduce cognitive load is using worked examples. Aim. The aim of this study was to explore what the best way to learn the triage procedure is (categorizing victims of a large-scaled accident according to urgency of needed medical attention) by comparing a serious game based on guided discovery learning with a PowerPointpresentation based on worked examples. Sample. The participants were 49 students (mean age of 21.15 years) of different studies from higher vocational education or university. Method. The design was pre-, post-, delayed post-test with an assessment of constructed mental model; measurements of retention and application; measurements of experienced cognitive load during and immediately after the acquisition phase and measurement of motivation immediately after the acquisition phase. Results. In the short term there was a statistically significant difference on the total, retention and application post-test in favour of the worked example condition. No statistically significant difference was found on the assessment of the constructed mental model. In the long term no statistically significant differences were found. However, the guided discovery condition declined statistically significantly less on the total and retention test. The guided discovery condition experienced statistically significantly more cognitive load. No difference in motivation was found. Where there was a statistically significantly negative correlation between averaged experienced cognitive load and (delayed) post-tests and a statistically significantly positive correlation between motivation and (delayed) post-tests in the guided discovery condition, no correlations were found in the worked example condition. In both conditions, there was a statistically significantly negative correlation between averaged experienced cognitive load and motivation. Conclusion. With respect to long term learning, serious games based on guided discovery learning seems somewhat promising. However, limitations and future recommendations are discussed.