Journal of Medical Education Development

en Comparing Flow Experience of Medical Students in Cognitive, Behavioral and Social Educational Games: A Quasi Experimental Study Comparing flow experience of medical students in cognitive, behavioral, and social educational games: A quasi-experimental study پژوهشي اصیل Orginal Research <div style="text-align: justify;">Background & Objective: This study contributed to the current body of literature on educational games by comparing medical students’ flow experience in three types of educational games developed based on three learning theories: behavioral, cognitive, and social. Materials & Methods: A quasi-experimental repeated measure design was employed. A total of 39 second-year medical students played three neuroanatomy educational games developed based on cognitive, behavioral, and social learning theories. At the end of each game, students completed a standard flow experience scale developed by Pearce et al. (2005) with Content Validity Ratio=0.65 and Alpha=0.76 in our context. The repeated-measures ANOVA was used for the comparisons of three games. Results:  No evidence was found to indicate that the flow experience of medical students differs when they play cognitive, behavioral, or social educational games (P=0.40). The repeated measure test showed that the mean of students’ scores on subdomains of flow experience (Enjoyment (P=0.10), engagement (P=0.46), and control (P=0.82) did not differ significantly in three different games. Conclusion: Based on the results of this study, it was observed that the different dimensions of flow (i.e., engagement, control, and enjoyment) are not statistically significant in the three types of games. It seems that all three types of games have brought a high level of engagement, a sense of control over learning, and a high level of enjoyment for students. However, considering the lessons learned from this intervention, the social game could be seen as a “learning ground” for enabling a host of skills, including the ability to engage in shared decision-making in teams.</div> Flow experience, Game based learning, Learning theory 36 42 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-1726-1&slc_lang=en&sid=1 Maryam Alizadeh مریم علیزاده alizade.aban@gmail.com 5300319475328460021115 5300319475328460021115 Yes Education Development Center (EDC), and Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran Fatemeh Heidari فاطمه حیدری heidari.f2685@gmail.com 5300319475328460021116 5300319475328460021116 No M.Sc of medical education, Virtual University of Medical Sciences, Tehran, Iran Azim Mirzazadeh عظیم میرزازاده azimmirzazadeh@gmail.com 5300319475328460021117 5300319475328460021117 No 3MD, Professor at Department of Internal Medicine and Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran Sana Sadat Peighambardoust ثناسادات پیعمبردوست sanasadat.peighambardoust@gmail.com 5300319475328460021118 5300319475328460021118 No School of medicine, Tehran University of Medical Sciences, Tehran, Iran. Fatemeh Beheshtizadeh فاطمه بهشتی زاده beheshtizadeh1378@gmail.com 5300319475328460021119 5300319475328460021119 No School of medicine, Tehran University of Medical Sciences, Tehran, Iran. Azadeh Angouraj Taghavi آزاده انگورج تقوی azadetaghavi79@gmail.com 5300319475328460021120 5300319475328460021120 No School of medicine, Tehran University of Medical Sciences, Tehran, Iran. Alireza Saramad علیرضا سرآمد Alirezasaramadmed@gmail.com 5300319475328460021121 5300319475328460021121 No School of medicine, Tehran University of Medical Sciences, Tehran, Iran. Leila Janani 5300319475328460021122 5300319475328460021122 No Dep. of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran. Gholamreza Hassanzadeh 5300319475328460021123 5300319475328460021123 No Dep. of Neuroscience and Addiction studies, School of Advanced technologies in medicine, Tehran University of Medical Sciences, Tehran, Iran.