Publikationen | Hochschule Flensburg

2026

SonoGame – more than just a game: Evaluation of an ultrasound training platform

Guergan, S., Henze, V., Gall, C., Schönfisch, B., Brucker, S. Y., Bertel, S., … Hahn, M. (2026). SonoGame – more than just a game: Evaluation of an ultrasound training platform. European Journal of Ultrasound, 47(02), 171–179. http://doi.org/10.1055/a-2627-8194

Abstract

Ultrasound examination is a vital imaging tool in medicine, yet opportunities for comprehensive theoretical and practical training during medical education are limited. Effective ultrasound education requires both theoretical knowledge and hands-on practice. To address this, we developed SonoGame, a gamified platform designed to teach ultrasound skills to medical students. SonoGame provides a step-by-step introduction to ultrasound imaging and aims to improve skills such as image orientation, spatial visualization, and hand-eye-coordination through mini-games using geometric objects. This study evaluates the impact of SonoGame training on ultrasound skills.In this prospective, single-center study, 56 medical students, the majority of whom had no prior ultrasound experience, were randomly assigned to either a control group or a SonoGame group. The SonoGame group trained with the platform in four 30-minute sessions over 4 weeks, while the control group received no training. Ultrasound skills were assessed in both groups before and after the training period.The SonoGame group showed significant improvement in ultrasound skills, particularly with complex anatomical structures, compared to the control group. Participants in the SonoGame group also reported increased familiarity and confidence with sonography, viewing SonoGame as a valuable tool in their training.SonoGame is an effective supplement to conventional ultrasound education, enhancing the skills necessary for ultrasound examinations in medical students.

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Reading competencies in a digital age: new directions and challenges of digital approaches to support reading

Niklas, F., Jester, M., Ehmig, S. C., Bauer, K., Bertel, S., Birnbaum, L., … John, P. (2026). Reading competencies in a digital age: new directions and challenges of digital approaches to support reading. European Journal of Psychology of Education, 41, 1–32. http://doi.org/https://doi.org/10.1007/s10212-026-01165-3 (Original work published 2026)

Abstract

This paper synthesizes insights from a scoping workshop funded by the Volkswagen Foundation that focused on reading competencies in the digital age. The purpose of the workshop was to discuss the current state of research, identify actionable next steps and outline considerations for future work in the context of learning to read in a digital world. The conference brought together German researchers with a wide range of backgrounds and expertise in reading research including computer science, psychology, language processing and educational science. Presentations and discussions during the conference centred broadly on potentials and challenges of learning to read and reading support in the context of digitalization—focusing on issues related to artificial intelligence and app-based learning. Results of the workshop and subsequent writing sessions include a synthesis of key considerations and core questions for the field of research on digital approaches to support reading. Findings highlight the need for the field at large to identify and develop digital tools for diagnosing readers’ abilities and providing them with the support they need, and to do so with increased interdisciplinary collaboration, open science practices and communication among scholars.