This study investigated the effect of using games
instead of classroom-lectures on learning in a microbiology course
and assessed the learning outcomes and the retention of knowledge,
as well as analyzed students' perceptions of their learning.
Materials and Methods: The study was performed on 19 first
year students of the Ankara University, Vocational School of
Health, Division of Medical Laboratory Techniques. The students
were randomly divided into two groups. The control group was
given a lecture, and the study group was asked to construct either
a gram-positive or a gram-negative bacterium by using stationary
items and colored images of bacteria. Each group was evaluated
by pre-, post- and retention-tests. The retention test was given
two months later. Additionally, students filled a questionnaire.
Kruskal Wallis H, Mann-Whitney U, and Wilcoxon Signed Ranks
tests were used for statistical analyses.
Results: The groups did not differ in terms of the means of
post-test, and retention test scores, although both groups' scores
significantly improved after the lesson. When the questionnaires
were compared, the study group gave significantly higher scores
on topics about the effect of teaching method on learning and the
Conclusion: As the gaming approach was regarded as more
motivating, positively reinforcing and dynamic, well-constructed
educational games can be used in small groups to enrich