Effects of a mobile game on students' learning achievements and motivations in a clinical chemistry course: learning style differences
Issued Date
2022-01-01
Resource Type
ISSN
1746725X
eISSN
17467268
Scopus ID
2-s2.0-85128763231
Journal Title
International Journal of Mobile Learning and Organisation
Volume
16
Issue
2
Start Page
221
End Page
244
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Mobile Learning and Organisation Vol.16 No.2 (2022) , 221-244
Suggested Citation
Bunyakul N., Wiwatwattana N., Panjaburee P. Effects of a mobile game on students' learning achievements and motivations in a clinical chemistry course: learning style differences. International Journal of Mobile Learning and Organisation Vol.16 No.2 (2022) , 221-244. 244. doi:10.1504/IJMLO.2022.121886 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/84397
Title
Effects of a mobile game on students' learning achievements and motivations in a clinical chemistry course: learning style differences
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Clinical chemistry has become an essential topic for medical technologist students to perform an authentic clinical laboratory. Therefore, it has been suggested to situate students to experience various clinical chemistry situations. Recently, it has been a common recognition that educational games can motivate students' learning and help them acquire knowledge by participating in gaming scenarios. Since there are only a few digital games in clinical chemistry, this study proposes a mobile game to simulate students in a clinical chemistry laboratory and implement the game with 155 university students on the clinical chemistry course. The results revealed that the mobile game could trigger knowledge acquisition and enable students to analyse internal quality control data, leading to less anxiety for performing clinical chemistry assessments. Moreover, the impacts of the mobile game on the learning achievements and motivations of the students with different learning styles were investigated and found that visual and verbal learning styles yielded positive results during participating in the mobile game.