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- Serious gaming/gamification has the potential to provide learners with opportunities to be part of active learning, solving clinical problems, and gaining experience in risk-free surroundings, without needing to involve patients.
pmc.ncbi.nlm.nih.gov/articles/PMC6458534/
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- Empirical Evidence For Using Gamification
- The Use of A Conceptual Framework
- Theory-Driven Gamification
- Theoretical and Practical Implications
- Strengths and Limitations
At first glance, it may seem that improved or unchanged academic performance (e.g. learning behaviours, attitudes towards learning or learning outcomes) can justify the use of gamification in health professions education. However, caution should be taken in drawing strong conclusions, because most studies were descriptive, (confounded) justificatio...
The conceptual framework we used in this study originated from serious games. It was altered by Landers (2014) for gamification purposes and was now—at least to our knowledge—used for the first time to systematically structure gamification studies. It was not the aim of this study to evaluate this method, however, future researchers may want to re-...
The purpose of theory is to generate hypotheses, predict (learning) outcomes and explain underlying mechanisms. Unfortunately, most identified studies on gamification in health professions education were not based on theory, or theoretical considerations were not included or not yet elaborated. Our review showed that researchers who did use theory ...
Based on the scarcity of high-quality studies on processes underlying the effects of gamified educational interventions, we urgently call for more high-quality clarification research. Clarification studies could provide researchers with an understanding of the mechanisms that are involved in gamified learning (and illuminate paths for future resear...
The literature in this review represents a broad spectrum of gamified applications, investigated across the health professions education continuum. The strengths of our systematic review are the comprehensive search strategy using multiple databases, the use of explicit in- and exclusion criteria and the transparent approach to collecting data. Fur...
- A. E. J. van Gaalen, J. Brouwer, J. Schönrock-Adema, T. Bouwkamp-Timmer, A. D. C. Jaarsma, J. R. Geo...
- 2021
May 7, 2019 · But combining behavioral economics and “gamification” — putting game elements such as points and achievement levels into non-game contexts — holds promise for driving behavior change. But to...
Aug 24, 2023 · By incorporating game mechanics such as points, feedback, competition, and storytelling, medical educators can foster greater engagement, motivation, and retention of information in learners. They introduced Landers’ theory of gamified learning, which differentiates gamification from serious games [4].
- Thomas Thesen
Nov 1, 2016 · Overall the evidence suggests gamification can have a positive impact for health and wellbeing related interventions. •. The evidence is strongest for the use of gamification to target behavioural outcomes, particularly physical activity. •. Further research that isolates the impacts of gamification is needed. Abstract. Background.
- Daniel Johnson, Sebastian Deterding, Kerri Ann Kuhn, Aleksandra Staneva, Stoyan Stoyanov, Leanne Hid...
- 2016
Feb 7, 2023 · The findings point to the necessity for health education game creation and acceptance in poor nations, as well as the need of interdisciplinary cooperation in the production of effective educational serious games for health.
The collective aim of these networking events is to develop digital ‘games with purpose’ that can improve health by integrating software design and game mechanics with public health theory and behavioural insights. Gamification is a purposely-broad umbrella term used to encompass the process of using ‘gaming’ elements to motivate and ...
