Integrating a Serious Game Into Case-Based Learning

Abstract

Background. Gaming can augment case-based learning (CBL) when students play the role of characters in the accompanying narrative and apply their knowledge. Aim. This article describes how an educational game was integrated into a CBL activity aimed to teach students the immunological basis behind how the Ebola virus evades the immune response. Method. The CBL activity and game were co-developed to align with learning objectives relative to basic immunology. The exercise was implemented during a rigorous summer enrichment program with US domestic and international high school students. Quasi-experimental and exploratory correlational research designs were employed to assess student engagement and learning gains, and relationships to various factors including game playing attributes and goal orientations. Results. Students found the CBL activity to be engaging and improve their understanding of the material. Comparison of pre-/post-test knowledge scores corroborated such findings. Increased student frequency of playing the game was associated with higher post-knowledge scores. Various student attributes were associated with increased learning and game play. Conclusions. Gaming integrated within case studies has the potential to enhance students’ engagement and learning by allowing learners to explore challenging biological processes in a digital environment.