Playfulness in the classroom: Gamification favor the learning of pharmacology

Lívero, Francislaine Aparecida dos Reis; Silva, Gustavo Ratti da; Amaral, Eduarda Carolina; Souza, Amanda Nascimento Vasques de; Baretta, Irinéia Paulina; Diegues, Maria Elena Martins; Arpini, Edson; Lovato, Evellyn Claudia Wietzikoski

doi:10.1007/s10639-020-10350-w

Cited by 13 publications

(10 citation statements)

References 12 publications

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“…Many teachers consider it a core educational process, given the positive effects of playfulness on teaching effectiveness [19]. For instance, playful learning can make the learning experience more fun and engaging [20], resulting in better learning outcomes [21]. Playful activities are also incorporated into early childhood education to motivate kids to learn and enhance their interest in a particular subject [18].…”

Section: Literature Reviewmentioning

confidence: 99%

Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model

et al. 2021

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A large number of universities worldwide are paying more and more attention to the application and exploration of online education. As the group with the most significant number of online education users, their participation attitude and participation intention directly determine the teaching performance of online education. This research will incorporate playfulness teaching and scenario variables that reflect the universities’ ability to respond to emergencies. Based on the technology acceptance model, this research proposes an integrated research model of online education participation intention to investigate university students’ online education participation intention to reveal the key factors and mechanisms that affect online education participation intention. A structural equation model of participation intention is constructed, and 342 valid samples are obtained by questionnaire survey. The empirical results of PLS-SEM show that: (1) students’ participation attitude positively affects their participation intention; (2) the perceived ease of use and usefulness positively affect their participation attitude, and the perceived usefulness and ease of use affect their participation intention through the complete mediation of participation attitude; (3) the perceived playfulness does not have a significant impact on participation attitude but has a positive impact on participation intention; (4) the innovative discovery university support positively moderates the relationship between participation attitude and intention during such emergencies. The research found that improving students’ attitudes toward participation, perceived ease of use, usefulness, playfulness, and strengthening university support are all helpful to optimize students’ participation intention in online education. At the same time, it also explored operability suggestions for improving the quality of online education and optimizing future education.

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Section: Literature Reviewmentioning

confidence: 99%

Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model

et al. 2021

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“…Figure 1 highlights the five pillars of digital tools (FPDT) that are used to enhance engagement, motivation, and activity among students within higher education. Educators integrate digital tools such as virtual learning environments, gaming, and social media into their academic activities, as today's students are more reliant on technology for learning than previous generations [9][10][11][12][13][14][15][16][17][18] (Figure 1). (EBL) and problem-based learning (PBL).…”

Section: Student Engagementmentioning

confidence: 99%

“…With a vast majority of students using digital devices continuously during the day and increasingly using these devices for learning, there is a growing interest in gamification, and its usage in teaching pharmacology to engage the students [13] (Table 1). Game-based learning has been shown to be fun and interactive, as well as to facilitate learning.…”

Section: Student Engagement In Pharmacology Coursesmentioning

confidence: 99%

“…There are games such as word games, puzzles, tic-tac-toe and others to help improve pharmacology knowledge among students. A study regarding this topic showed that these types of games improved students' acquisition of pharmacology knowledge (63.5%), improved student participation (61.9%) and improved self-learning (74.6%) [13] (Table 1). An additional useful tool when teaching pharmacology is the implementation of audience response systems (ARS).…”

Section: Student Engagement In Pharmacology Coursesmentioning

confidence: 99%

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Strategies to Inspire Students’ Engagement in Pharmacology Courses

Rubaiy

2021

Pharmacy

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Pharmacology is a distinct discipline and offers core knowledge to broaden student programs in the provision of health care (medicine, nursing, pharmacy, and others) as well as research-oriented programs (biosciences and biomedical). Therefore, knowledge and information on topics such as prescribing medication, drug interactions, dosage adjustments, and the correct drug dose calculation for medicine are essential for preventing and reducing medication errors, which is a key element in patient safety. Recently, many institutions have been trying to enhance their quality of teaching, as students demand support and success in their studies. Pharmacology is a highly challenging interdisciplinary topic, and requires a huge effort from both educators and students to achieve the best outcomes. Therefore, creating an effective environment to support students’ learning in pharmacology courses is essential to improving students’ engagement, success and learning outcomes. In recent decades, the landscape of education has changed, and distance learning has skyrocketed. This manuscript intends to discuss and highlight the importance of student engagement in higher education in pharmacology courses. Additionally, this paper spotlights and presents a review of recent studies focusing on student engagement in pharmacology courses and possible methods for enhancing and inspiring student engagement in pharmacology courses.

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“…It is well-known that active learning increases student performance in different areas ( 3 ). More specifically, the use of games as a strategy for educational purpose is an important current trend ( 4 ) and has been applied in different disciplines, including pharmacology ( 5 ). While serious games are becoming increasingly popular for teaching scientific concepts or themes ( 4 , 6 ), we identified only one commercially available board game on drug discovery and development: The PHARM GAME: Drug Discovery and Development (available at: https://squareup.com/market/thelearningkey/ ), but its high price is a major limitation at least for Brazilian graduate programs.…”

Section: Introductionmentioning

confidence: 99%

SCREENER, an educational game for teaching the Drug Discovery and Development process

Noël

Xexéo

Mangeli

et al. 2021

Braz J Med Biol Res

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Although the use of games as an educational strategy is an important current trend, there is practically no option available for training people on the Drug Discovery and Development (DDD) process. To fill this gap, we designed “SCREENER”, a science game that is intended to be educational, but also challenging and interesting enough to ensure player engagement. Our main target audience is students of postgraduate programs in pharmacology, medicinal chemistry, pharmacy, and medicine. This game could also be of interest to the pharmaceutical industry and regulatory and patent agencies for training new employees. We discuss the creation of SCREENER, a hybrid of board and card games, and present its components with some examples of cards and resources, as well as the dynamics of the game. SCREENER mimics the process of drug discovery and development from validating a target to registering the new drug with the regulatory agency, and can be played individually (self-learning) or with the help of a monitor who assists up to six players/teams. Briefly, 29 task cards categorized in four major areas (efficacy, safety, pharmacokinetics, and pharmaceutical development) must be purchased sequentially. Classic characteristics of games such as decision making and challenge have been incorporated. More in-depth information on the tasks and technical terms is available through QR codes. The vagaries of the DDD process are mimicked by the bonus/setback cards. The evaluation of our first test with students is presented and supports the usefulness of this new tool.

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Playfulness in the classroom: Gamification favor the learning of pharmacology

Cited by 13 publications

References 12 publications

Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model

Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model

Strategies to Inspire Students’ Engagement in Pharmacology Courses

SCREENER, an educational game for teaching the Drug Discovery and Development process

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