Aynsley, SA, Nathawat, K and Crawford, RM (2018) Evaluating student perceptions of using a game-based approach to aid learning: Braincept. Higher Education Pedagogies, 3 (1). pp. 70-81. ISSN 2375-2696

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Abstract

Gamification in higher education has steadily been gaining traction as a useful addition to the diversity of learning resources available to both teachers and students. We have invented a card-based, role-playing team game called ‘Braincept’ to help aid pharmacology learning for medical students. The aims of the current study are to determine whether the students who played the game perceived any benefit to their pharmacology learning and to gauge any learning gain as a result of playing the game. Here, we present questionnaire data and thematic analysis collected from students who played Braincept along with our data on learning gain associated with play. Our data show that this style of gamified learning has a positive effect on student confidence in handling pharmacological knowledge and that there was measurable learning gain after playing the game.

Item Type: Article
Additional Information: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Taylor and Francis at https://doi.org/10.1080/23752696.2018.1435296 Please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: Gamification, pharmacology, learning and teaching, andragogy, pedagogy
Subjects: L Education > L Education (General)
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
Depositing User: Symplectic
Date Deposited: 16 Feb 2018 09:21
Last Modified: 15 Jun 2018 09:17
URI: http://eprints.keele.ac.uk/id/eprint/4472

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