Gamification of board review: a residency curricular innovation

Snyder, Erin D.; Hartig, Jason R.

doi:10.1111/medu.12190

Cited by 30 publications

(17 citation statements)

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“…Taken together, these data suggest that our gamification-based educational software effectively engaged residents, similar to the effects of gamification observed in other settings. 9 18 19 In addition, analyses of Kaizen-IM data provided insights into modifiable factors associated with learner attrition and retention of knowledge that may serve to further enhance the educational benefits of this strategy for our trainees.…”

Section: Discussionmentioning

confidence: 99%

“…While gamification has been used in educational settings, reports of its integration and effect in medical education settings are limited. 18 19 In focus groups, residents highlighted the leaderboard as highly motivational, and the ability to compete as both individuals and teams allowed Kaizen-IM to appeal to a greater number of users. Of note, displaying each participant's team affiliation on the leaderboard may have led to increased investment through promoting accountability between team members.…”

Section: Discussionmentioning

confidence: 99%

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Gamification as a tool for enhancing graduate medical education

Nevin

Westfall

Rodríguez

et al. 2014

Postgraduate Medical Journal

220

159

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IntroductionThe last decade has seen many changes in graduate medical education training in the USA, most notably the implementation of duty hour standards for residents by the Accreditation Council of Graduate Medical Education. As educators are left to balance more limited time available between patient care and resident education, new methods to augment traditional graduate medical education are needed.ObjectivesTo assess acceptance and use of a novel gamification-based medical knowledge software among internal medicine residents and to determine retention of information presented to participants by this medical knowledge software.MethodsWe designed and developed software using principles of gamification to deliver a web-based medical knowledge competition among internal medicine residents at the University of Alabama (UA) at Birmingham and UA at Huntsville in 2012–2013. Residents participated individually and in teams. Participants accessed daily questions and tracked their online leaderboard competition scores through any internet-enabled device. We completed focus groups to assess participant acceptance and analysed software use, retention of knowledge and factors associated with loss of participants (attrition).ResultsAcceptance: In focus groups, residents (n=17) reported leaderboards were the most important motivator of participation. Use: 16 427 questions were completed: 28.8% on Saturdays/Sundays, 53.1% between 17:00 and 08:00. Retention of knowledge: 1046 paired responses (for repeated questions) were collected. Correct responses increased by 11.9% (p<0.0001) on retest. Differences per time since question introduction, trainee level and style of play were observed. Attrition: In ordinal regression analyses, completing more questions (0.80 per 10% increase; 0.70 to 0.93) decreased, while postgraduate year 3 class (4.25; 1.44 to 12.55) and non-daily play (4.51; 1.50 to 13.58) increased odds of attrition.ConclusionsOur software-enabled, gamification-based educational intervention was well accepted among our millennial learners. Coupling software with gamification and analysis of trainee use and engagement data can be used to develop strategies to augment learning in time-constrained educational settings.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Gamification as a tool for enhancing graduate medical education

Nevin

Westfall

Rodríguez

et al. 2014

Postgraduate Medical Journal

220

159

View full text Add to dashboard Cite

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“…• Participation: this behavior includes game design elements that are more amenable to increase the level of participation/engagement of students based on the results provided by Denny 2013 2013, and Snyder and Hartig (2013). It may include the following elements: Challenge, Levels, Leaderboard, Story, Badges, Rewards, and Points; • Performance: this behavior includes game design elements that were used by several works (Smith and Baker, 2011;Cheong et al, 2013;Domínguez et al, 2013;Hakulinen et al, 2013) suggesting their use for increasing students' learning outcomes.…”

Section: Gamification Domain Ontology (Gado) -Fullmentioning

confidence: 99%

GaTO: An Ontological Model to Apply Gamification in Intelligent Tutoring Systems

Dermeval¹,

Albuquerque²,

Bittencourt³

et al. 2019

Front. Artif. Intell.

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Intelligent Tutoring Systems (ITSs) are concerned with the use of artificial intelligence techniques for performing adaptive tutoring to learners' according to what they know about the domain. Researchers are increasingly interested in applying gamification in e-learning systems to engage students and to drive desired learning behaviors. However, little attention has been drawn to the effective application of gamification in ITS, and how to connect theories of both concepts in a standard and formal way. Moreover, gamified ITS should manipulate a huge amount of knowledge regarding several models, i.e., gamification, domain, student and pedagogical models. Formally connecting such theories as well as representing system's knowledge relies on the use of ontologies. In this paper, we present an ontological model that connects gamification and ITS concepts. Our model takes advantage of ontologies to allow automated reasoning (e.g., on the domain, student, pedagogical or gamification models), to enable interoperability, and create awareness about theories and good practices for the designers of gamified ITS. To evaluate our model, we use an ontology evaluation method based on five knowledge representation roles. We also illustrate how it could support the development of an intelligent authoring tool to design gamified ITS.

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“…Rewards improved participation and engagement (Snyder & Hartig, 2013). "Gamification elements that encompass a social element are generally experienced as more engaging than 'single player' elements" (Hamari & Koivisto, 2015).…”

Section: Hedonic Motivation (Hm)mentioning

confidence: 99%

The Potential Impact of Gamification Elements on the Acceptance of Technology in the Context of Education: A Literature Review

Elderen¹,

Stappen²

2019

Humanizing Technology for a Sustainable Society

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Innovative new digital technologies arise within the field of education every day. There seems to be a large potential impact in using gamification for improving acceptance and use of new technologies in education. This study aims to gain better and new insights on how to improve the acceptance of new educational technology by applying gamification elements. To this aim, we performed a systematic literature review of 1271 publications, yielding 56 relevant studies. We positioned these studies based on which gamification element(s) and which educational technology acceptance constructs were discussed. Our results show that few studies focus on individual gamification elements and that most studies focus on the same elements and constructs, i.e. Learning Expectancy, Social Influence and Hedonic Motivation are the most discussed constructs related to increasing the acceptance of educational technology when applying gamification, while Points, Badges, Leaderboards and Social Games & Teamwork are the most discussed gamification elements. The impact of gamifying educational technology is mixed -both negative and positive results are being reported -and thus we conclude that the knowledge of how to successfully gamify educational technology is still limited.

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Gamification of board review: a residency curricular innovation

Cited by 30 publications

References 0 publications

Gamification as a tool for enhancing graduate medical education

Gamification as a tool for enhancing graduate medical education

GaTO: An Ontological Model to Apply Gamification in Intelligent Tutoring Systems

The Potential Impact of Gamification Elements on the Acceptance of Technology in the Context of Education: A Literature Review

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