摘要：Serious games incorporate learning objectives in the context of competitive games with rules. These types of games have been incorporated in education as well as therapeutic contexts. This study examined the effectiveness of a modification of the game “Snakes and Ladders,” for reviewing and learning qualitative research concepts. Using the Game-based Evaluation Model (GEM), the researchers also measured learning indicators such as interest and enjoyment, perceived competence, effort and importance, and value/usefulness. Thirty-eight Master of Occupational Therapy students completed a 25-question multiple choice pretest to measure knowledge of qualitative research concepts before playing the game. A 25-question multiple choice posttest was administered five days later to measure the students’ knowledge retention. A seven-point Likert-type Learning Indicators Questionnaire (LIQ) based on the Intrinsic Motivation Inventory was also administered following the posttest. A dependent t-test revealed a statistically significant increase in mean scores on the posttest [t(37) = 4.86, p < .001; medium to large effect size (d = .79)]. All mean scores on the LIQ subscales were well above the median score of 3.5 on the 7-point scale. These results suggest that not only was the game effective for reviewing qualitative research concepts but that it also successfully incorporated motivational features that can influence learning in general. The particular game described in this study can be used with various content and incorporated in either an educational or therapeutic context.
