Introduction and Objective: One of the active and fun methods for learning and teaching is the use of educational games that cause behavioral and functional changes in students. Therefore, the purpose of this study is to design and implement a water quality management course in the field of environmental health engineering as a pantomime educational game and evaluate its impact on student learning and satisfaction in a classroom with the traditional teaching method.
Methods: This semi-experimental study was conducted at the Faculty of Health Sciences, Bojnourd, in 1403. The subjects of this study, students of the 5th semester of environmental health engineering (two consecutive semesters), were enrolled in the study by census method in two control groups (teaching using the pantomime educational game method) and control (traditional lecture teaching). A researcher-made questionnaire was used to collect data, and 20 questions were about comparing the characteristics of teaching using the pantomime game method with traditional lecture teaching. The data were analyzed by SPSS version 18 software and descriptive statistical tests, independent t-tests, and chi-square tests.
Findings: The results showed a significant increase in the average score of students in the pantomime-teaching group compared to the lecture method. Students evaluated the case-based teaching method as better overall than the lecture method. The survey showed that 79.5% of students enjoyed this teaching method and believed that their knowledge had been added, and the average satisfaction score of students in the control group was higher than that of the control group.
Discussion and Conclusion: The results showed that this course had a positive impact on the average scores of the students as well as increasing the knowledge, satisfaction and enjoyable experience of the participants. It is suggested that faculty members be provided with empowerment courses on the concepts of educational games in educational environments