Evaluating Student Perceptions of Using a Game-Based Approach to Aid Learning: Braincept

Autor/inn/en	Aynsley, Sarah A.; Nathawat, Kusum; Crawford, Russell M.
Titel	Evaluating Student Perceptions of Using a Game-Based Approach to Aid Learning: Braincept
Quelle	In: Higher Education Pedagogies, 3 (2018) 1, S.478-489 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Russell M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2018.1435296
Schlagwörter	Educational Games; Student Attitudes; Medical Students; Pharmacology; Role Playing; Educational Benefits; Medical Education; Foreign Countries; Achievement Gains; United Kingdom + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Schülerverhalten; Arzneikunde; Rollenspiel; Bildungsertrag; Medizinische Ausbildung; Ausland; Achievement gain; Leistungssteigerung; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01