Leah Sera1, Erin Wheeler2. 1. Department of Pharmacy Practice and Science, University of Maryland School of Pharmacy, Rockville, MD. Electronic address: lsera@rx.umaryland.edu. 2. University of Maryland, Baltimore County, Baltimore, MD.
Abstract
BACKGROUND: Gamification is the use of game mechanics to promote engagement and enjoyment of problem-solving in non-game situations. Gamification has been used widely in recent years in industry and academia as a tool for training and education. OBJECTIVE: The aims of this paper are to provide an overview of gamification and digital game-based learning (DGBL), review the use of digital games in health professional education, and provide suggestions for future use in pharmacy curricula. DISCUSSION: Many examples of game-based learning in pharmacy and other health professional curricula have been published, however the body of literature on DGBL is less developed. Overall, evaluations of these techniques show that students find them engaging and enjoyable. A recent meta-analysis of studies comparing DGBL to non-game based learning in primary, secondary, post-secondary education found that DGBL significantly enhances learning. Challenges to implementing game-based learning are financial, cultural, and technological. CONCLUSION: Many areas of the pharmacy curriculum could be appropriate for digital gamification. With more students entering pharmacy school familiar with video games and game-based living the time has come for pharmacy educators to explore how these instructional technologies could benefit a new generation of pharmacy students. As serious games are developed and researched in pharmacy curricula, test scores, student confidence in knowledge and skills, and retention of knowledge and skills are all outcomes that, if published, will help advance the adoption of DGBL into the pharmacy school classroom.
BACKGROUND: Gamification is the use of game mechanics to promote engagement and enjoyment of problem-solving in non-game situations. Gamification has been used widely in recent years in industry and academia as a tool for training and education. OBJECTIVE: The aims of this paper are to provide an overview of gamification and digital game-based learning (DGBL), review the use of digital games in health professional education, and provide suggestions for future use in pharmacy curricula. DISCUSSION: Many examples of game-based learning in pharmacy and other health professional curricula have been published, however the body of literature on DGBL is less developed. Overall, evaluations of these techniques show that students find them engaging and enjoyable. A recent meta-analysis of studies comparing DGBL to non-game based learning in primary, secondary, post-secondary education found that DGBL significantly enhances learning. Challenges to implementing game-based learning are financial, cultural, and technological. CONCLUSION: Many areas of the pharmacy curriculum could be appropriate for digital gamification. With more students entering pharmacy school familiar with video games and game-based living the time has come for pharmacy educators to explore how these instructional technologies could benefit a new generation of pharmacy students. As serious games are developed and researched in pharmacy curricula, test scores, student confidence in knowledge and skills, and retention of knowledge and skills are all outcomes that, if published, will help advance the adoption of DGBL into the pharmacy school classroom.
Authors: Guadalupe Molina-Torres; Miguel Rodriguez-Arrastia; Raquel Alarcón; Nuria Sánchez-Labraca; María Sánchez-Joya; Pablo Roman; Mar Requena Journal: JMIR Serious Games Date: 2021-03-24 Impact factor: 4.143
Authors: Ghada Bawazeer; Ibrahim Sales; Huda Albogami; Ahmed Aldemerdash; Mansour Mahmoud; Majidah A Aljohani; Abdullah Alhammad Journal: BMC Med Educ Date: 2022-04-11 Impact factor: 2.463