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Evaluating student perceptions of using a game-based approach to aid learning: Braincept

Aynsley

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Aynsley



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.

Acceptance Date Jan 28, 2018
Publication Date Feb 15, 2018
Publicly Available Date Mar 28, 2024
Journal Higher Education Pedagogies
Print ISSN 2375-2696
Publisher Taylor and Francis Group
Pages 70-81
DOI https://doi.org/10.1080/23752696.2018.1435296
Keywords Gamification, pharmacology, learning and teaching, andragogy, pedagogy
Publisher URL https://doi.org/10.1080/23752696.2018.1435296

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