Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education

Courtier, Jesse, Emily Webb, Andrew Phelps, David Naeger, Emily M Webb, Andrew S Phelps, and David M Naeger. 2016. “Assessing the Learning Potential of an Interactive Digital Game versus an Interactive-Style Didactic Lecture: The Continued Importance of Didactic Teaching in Medical Student Education.” Pediatric Radiology 46 (13): 1787–96. doi:10.1007/s00247-016-3692-x.

In the Article “Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education,” the authors describe their study investigating radiology students’ performance and satisfaction of lecture teaching and interactive game teaching. Students were split up into two groups, one of which had a one hour lecture about a few key radiology topics. The other group was given an interactive, competitive Tic-Tac-Toe game that covered the same material. Both groups were then given an examination afterwards, as well as asked a few questions regarding their satisfaction with the method of learning they were assigned.

The group given the interactive, competitive game scored lower on the examination on average than those in the lecture group. The game group also reported lower satisfaction on average with their ability to learn through the format. This contradicts the researchers’ hypothesis, as they had expected students to both learn and enjoy more the game learning style. The students reported that they would prefer a game learning style to a non-interactive lecture, but would prefer an interactive lecture to both of those options.

This study is a solid example of a case where you should not use serious games to teach. It shows that replacing a traditional lecture format with interactive games does not help the students learn. However, it does not say anything about the efficacy of using serious games as a supplement to a standard lecture format. The game described in this study also lacks many of the more complex and enjoyable features of the games used in the other studies I have cited, so that may play into the students’ lack of engagement. It is important to have a well designed game in order to keep students engaged with the material. This article was peer-reviewed and published in a pediatric radiology journal. The authors did not have any reported conflict of interest. This article will serve as an excellent case of how one should not bring games into an academic setting.