Game on: The gamification of the pharmacy classroom

Sera, Leah; Wheeler, Erin

doi:10.1016/j.cptl.2016.08.046

Cited by 119 publications

(71 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This format is very suitable especially in the medical fi eld because a lot of information can be conveyed to the students in a stressfree manner. Similar studies are repeatedly mentioned in the medical context [1,3,[5][6][7][8][12][13][14][15][16]21,22]. This study was limited to 30 questions (six blocks, fi ve questions each) per quiz round; each quiz round took one 45 min lesson.…”

Section: Discussionmentioning

confidence: 91%

“…More than 20 years ago, he recognised that game-based learning in a quiz-style show, such as "Jeopardy", produced an increase in knowledge [5]. There also exist a growing number of papers on this setting reporting mostly positive results [1,3,[5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22], research investigating differences between traditional lectures and GBL [6,7,9,14,15], however no one examined "active" players and "passive" listeners.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Game-based learning “Jeopardy” in dental education: A pilot study

Friedrich¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

View full text Add to dashboard Cite

This randomised experimental pilot study is intended to contribute to the investigations about the learning success of students in their fi rst clinical semester of dentistry using game-based learning in "Jeopardy"-setting. In dentistry, there are no studies available on this learning and teaching context.All students from the fi rst clinical semester of the dentistry course at Goethe University Frankfurt am Main were included in this study (n=25). They underwent a pre-test with 39 multiple-choice questions (MCQ) and a 15-min solution time. The students were divided into two groups (active participants/players [A; n=13] and passive participants/listeners [P; n=12]) for the duration of two game-based learning units of "Jeopardy". Both groups then completed a post-test (39 MCQ, 15 min time). The intervention was evaluated with the help of a questionnaire to determine the satisfaction and learning behaviour of the students.An evaluation of the pre-and post-tests showed an average score increase of 2.08 points (P), with the active player group improving by 0.31P and the passive listener group improving by 4P.On the evaluation sheet, on a scale of 1-10, the setting was assessed positively by all participants (7.64±1.8); the questions asked whether self-study was stimulated (4.2±0.9 on a scale of 1-5). In addition, students indicated that they would recommend this setting to other students (4.0±0.9 on a scale of 1-5).In summary, game-based learning in "Jeopardy"-setting was assessed positively by both active and passive participants but did not facilitate a signifi cant increase in knowledge in either group.

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Game-based learning “Jeopardy” in dental education: A pilot study

Friedrich¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

View full text Add to dashboard Cite

show abstract

“…Serious games (green) Serious game, simulation, challenge, task, interaction, usability, evaluation Serious games use can improve health of patients [8,9] and serious games like simulation can improve the services of health professionals [10,11]. Educational games (blue) Educational game, health professional, sport, athlete Use of ICT computer based educational games can improve learning of health professionals [12,13] and students [14,15] Manual analysis of the most cited publications related to each topic of the taxonomy revealed some interesting observations about the research literature about point systems used in computer games for health:…”

Section: Resultsmentioning

confidence: 99%

Point Systems in Games for Health: A Bibliometric Scoping Study

Kokol

2018

SSRN Journal

View full text Add to dashboard Cite

Aims:Very few details about point systems used in games for health are reported in scientific literature. Methodology:To shed some light on this topic a bibliometric study, analyzing the papers containing terms related to games for health and point systems was performed and a mini taxonomy was derived. The search string game* AND health AND (point* OR score) AND system* in a Scopus bibliographic database was used to produce the corpus. We limited the search to articles, reviews and conference papers written in English and to topics related to medical, health and social subjects. The corpus papers abstracts and titles were analysed by VOSviewer and a scientific landscape was generated. The landscape clusters were transformed into a mini -taxonomy. Results and conclusions:The search resulted in a corpus consisting of 354 papers. The derived taxonomy contains three objects; video games, serious games and educational games. The biblimetric mapping and taxonomy revealed some interesting conclusions: (1) the video games have mostly negative effects on health, (2) the serious games might have both a direct positive health effects on users and also indirect effects by improved competencies of health professionals, and (3) the research is concerned not only to computer based educational games, but also to traditional table games and sporting games. Based on the derived taxonomy we can conclude that point systems should reward physical activity and healthy living style and punish sedentary activities.

show abstract

“…Gamification, or game-based learning, involves introducing game elements, such as earning points or badges competitively, to enhance learning. Using gamification elements in postsecondary education has been shown to increase student attitudes and achievement, [8][9][10] although some studies dispute this. 11,12 In this course, students were assigned to groups of three to four students based on complementation of experience (undergraduate vs. graduate) and knowledge base (declared major).…”

Section: Introductionmentioning

confidence: 99%

Harnessing single‐stranded DNA binding protein to explore protein–protein and protein–DNA interactions

Chen

Goller

2019

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Proteins must interact with a variety of other cellular components to properly perform their functions. We have developed a series of five experiments based on the robust bacterial single‐stranded DNA binding protein (SSB) to characterize both known and unknown protein–protein and protein–DNA interactions. Students work in groups to generate and process data from electrophoretic mobility shift assays (EMSA), yeast two‐hybrid, far Western, chromatin immunoprecipitation (ChIP), and fluorescence microscopy experiments, including choosing a novel condition for each. A gamification approach was used to encourage student participation and laboratory safety. Student learning was assessed using pre‐ and post‐surveys and course grade data. The results indicate a clear increase in both content knowledge and confidence in the topics presented. Ranking of course activities indicated that performing the hands‐on laboratory exercises was the most valuable course component, and over half of the students would choose to take another course with a similar gamification component. Each of the five laboratory experiments can be performed in combination with each other or integrated separately into a related course, and the gamification structure can be applied to any course.

show abstract

Game on: The gamification of the pharmacy classroom

Cited by 119 publications

References 12 publications

Game-based learning “Jeopardy” in dental education: A pilot study

Game-based learning “Jeopardy” in dental education: A pilot study

Point Systems in Games for Health: A Bibliometric Scoping Study

Harnessing single‐stranded DNA binding protein to explore protein–protein and protein–DNA interactions

Contact Info

Product

Resources

About