Gamification in Action: Theoretical and Practical Considerations for Medical Educators

Abstract

Gamification involves the application of game design elements to traditionally nongame contexts. It is increasingly being used as an adjunct to traditional teaching strategies in medical education to engage the millennial learner and enhance adult learning. The extant literature has focused on determining whether the implementation of gamification results in better learning outcomes, leading to a dearth of research examining its theoretical underpinnings within the medical education context. The authors define gamification, explore how gamification works within the medical education context using self-determination theory as an explanatory mechanism for enhanced engagement and motivation, and discuss common roadblocks and challenges to implementing gamification.Although previous gamification research has largely focused on determining whether implementation of gamification in medical education leads to better learning outcomes, the authors recommend that future research should explore how and under what conditions gamification is likely to be effective. Selective, purposeful gamification that aligns with learning goals has the potential to increase learner motivation and engagement and, ultimately, learning. In line with self-determination theory, game design elements can be used to enhance learners' feelings of relatedness, autonomy, and competence to foster learners' intrinsic motivation. Poorly applied game design elements, however, may undermine these basic psychological needs by the overjustification effect or through negative effects of competition. Educators must, therefore, clearly understand the benefits and pitfalls of gamification in curricular design, take a thoughtful approach when integrating game design elements, and consider the types of learners and overarching learning objectives.

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

“…Learn in-depth mastery of the preclinical knowledge necessary to prepare tomorrow’s doctors for the scientific advances that are rapidly changing the perspective of medical practice. Preclinical curriculum utilizes didactic lectures with practical-oriented, laboratory-based hands-on training [ 5 – 7 ]. However, in recent years, preclinical faculty has been facing the reduction of contact hours with the introduction of integrated curriculum and limited resources [ 5 – 8 ].…”

“…Introduction of these new teaching strategies makes learning more active, student-centered, engaging, creative, effective, and enjoyable [ 8 ]. New strategies are emerging in the preclinical phase that integrates technology to make learning effective and appealing to students, [ 7 – 9 ], making them more relevant and applicable for remote learning during the current COVID-19 pandemic. These strategies proved very useful in the current COVID-19 crisis, and medical students appreciated synchronized online learning, especially preclinical students [ 10 ].…”

A Pilot Study of CPR Quality Comparing an Augmented Reality Application vs. a Standard Audio-Visual Feedback Manikin

“…Another study examined the use of gamification compared with a standard online course for medical students and found that the serious game was not superior for cardiac arrest management (24). In addition, that examined the gamification literature found that focused use of gamification has the ability to increase learner engagement and enthusiasm thus aligning with learning goals (25). Finally, one study which examined the use of gamification for critical pediatric conditions including respiratory failure and supraventricular tachycardia found that gamification can improve written test scores (26).…”

Not Another Boring Resident Didactic Conference

“…Gamification and serious games can enhance learning by increasing learner motivation and engagement . SimWars, a well‐known national competition, uses high‐fidelity simulations scenarios to challenge resident teams on a variety of clinical cases.…”