Gamification of health professions education: a systematic review

A E J van Gaalen, J Brouwer, J Schönrock-Adema, T Bouwkamp-Timmer, A D C Jaarsma, J R Georgiadis, A E J van Gaalen, J Brouwer, J Schönrock-Adema, T Bouwkamp-Timmer, A D C Jaarsma, J R Georgiadis

Abstract

Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students' learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.

Keywords: Computers; E-learning; Game-based learning; Gamification; Instructional methods; New technology; Serious games; Simulation.

Figures

Fig. 1
Fig. 1
Flow chart of the article selection process

References

    1. Adami F, Cecchini M. Crosswords and word games improve retention of cardiopulmonary resuscitation principles. Resuscitation. 2014;85(11):189.
    1. Alessi SM. Fidelity in the design of instructional simulations. Journal of Computer Based Instruction. 1988;15:40–47.
    1. Amer RS, Denehy GE, Cobb DS, Dawson DV, Cunningham-Ford MA, Bergeron C. Development and evaluation of an interactive dental video game to teach dentin bonding. Journal of Dental Education. 2011;75:823–831.
    1. Andrade, F. R. H., Mizoguchi, R., & Isotani, S. (2016). The bright and dark sides of gamification. In Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics).
    1. Arjoranta, J. (2014). Game definitions: A Wittgensteinian approach. Game Studies, 14(1).
    1. Ashby GF, O’Brien JB. The effects of positive versus negative feedback on information-integration category learning. Perception and Psychophysics. 2007;69:865–878.
    1. Ballon B, Silver I. Context is key: An interactive experiential and content frame game. Med Teach. 2004;26(6):525–8.
    1. Bhaskar A. Playing games during a lecture hour: experience with an online blood grouping game. Adv Physiol Educ [Internet]. 2014;38(3):277–8.
    1. Bedwell WL, Pavlas D, Heyne K, Lazzara EH, Salas E. Toward a taxonomy linking game attributes to learning: An empirical study. Simulation and Gaming. 2012;43:729–760.
    1. Bermudez MA, Schultz W. Timing in reward and decision processes. Philosophical Transactions of the Royal Society B: Biological Sciences. 2014;369:20120468.
    1. Bigdeli S, Kaufman D. Digital games in medical education: Key terms, concepts, and definitions. Medical Journal of the Islamic Republic of Iran. 2017;31:52.
    1. Bligh J, Parsell G. Research in medical education: Finding its place. Medical Education. 1999;33:162.
    1. Bligh J, Prideaux D. Research in medical education: Asking the right questions. Medical Education. 2002;36:1114–1115.
    1. Blohm I, Leimeister JM. Gamification: Design of IT-based enhancing services for motivational support and behavioral change. Business and Information Systems Engineering. 2013;5:275–278.
    1. Börgers T, Sarin R. Learning through reinforcement and replicator dynamics. Journal of Economic Theory. 1997;77:1–14.
    1. Borro-Escribano B, Martínez-Alpuente I, Blanco A Del, Torrente J, Fernández-Manjón B, Matesanz R. Application of game-like simulations in the Spanish Transplant National Organization. Transplantation Proceedings. 2013;45:3564–3565.
    1. Boysen PG, 2nd, Daste L, Northern T. Multigenerational challenges and the future of graduate medical education. The Ochsner Journal. 2016;16(1):101–107.
    1. Burke, B. (2014). Gartner redefines gamification. Gartner.
    1. Burkey, D. D., Anastasio, D. D., & Suresh, A. (2013). Improving student attitudes toward the capstone laboratory course using gamification. In ASEE Annual Conference and Exposition, Conference Proceedings.
    1. Butler AC, Karpicke JD, Roediger HL. The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied. 2007;13:273.
    1. Butt AL, Kardong-Edgren S, Ellertson A. Using game-based virtual reality with haptics for skill acquisition. Clinical Simulation in Nursing. 2018;16:25–32.
    1. Caillois, R. (1961). Man, play, and games. New York: Schocken Books.
    1. Campbell C. The examination game. That’s the game I’m in. Journal of Medical Education. 1967;42(10):974–975.
    1. Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. In Proceedings of the European Conference on Games-Based Learning.
    1. Chan WY, Qin J, Chui YP, Heng PA. A serious game for learning ultrasound-guided needle placement skills. IEEE Transactions on Information Technology in Biomedicine. 2012;16:1032–1042.
    1. Chia P. Using a virtual game to enhance simulation based learning in nursing education. Singapore Nurs J [Internet]. 2013;40(3):21–6.
    1. Chen AMH, Kiersma ME, Yehle KS, Plake KS. Impact of the Geriatric Medication Game® on nursing students’ empathy and attitudes toward older adults. Nurse Education Today. 2015;35(1):38–43.
    1. Chen PH, Roth H, Galperin-Aizenberg M, Ruutiainen AT, Gefter W, Cook TS. Improving abnormality detection on chest radiography using game-like reinforcement mechanics. Academic Radiology. 2017;24(11):1428–1435.
    1. Cook DA, Bordage G, Schmidt HG. Description, justification and clarification: A framework for classifying the purposes of research in medical education. Medical Education. 2008;42:128–133.
    1. Cook NF, McAloon T, O’Neill P, Beggs R. Impact of a web based interactive simulation game (PULSE) on nursing students’ experience and performance in life support training — A pilot study. Nurse Educ Today [Internet]. 2012;32(6):714–20.
    1. Corcoran, K., Crusius, J., & Mussweiler, T. (2011). Social comparison : Motives, standards, and mechanisms. In Handbook of theories of social psychology: Volume One.
    1. Courtier J, Webb EM, Phelps AS, Naeger DM. Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: The continued importance of didactic teaching in medical student education. Pediatric Radiology. 2016;46(13):1787–1796.
    1. Creutzfeldt J, Hedman L, Heinrichs LR, Youngblood P, Felländer-Tsai L. Cardiopulmonary resuscitation training in high school using avatars in virtual worlds: An international feasibility study. Journal of Medical Internet Research. 2013;15:e9.
    1. Dankbaar MEW, Alsma J, Jansen EEH, van Merrienboer JJG, van Saase JLCM, Schuit SCE. An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation. Advances in Health Sciences Education. 2016;21(3):505–521.
    1. Dankbaar MEW, Richters O, Kalkman CJ, Prins G, Ten Cate OTJ, van Merrienboer JJG, Schuit SCE. Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Medical Education. 2017;17(1):30.
    1. Davidson SJ, Candy L. Teaching EBP using game-based learning: Improving the student experience. Worldviews on Evidence-Based Nursing. 2016;13(4):285–293.
    1. De Sousa Borges, S., Durelli, V. H. S., Reis, H. M., & Isotani, S. (2014). A systematic mapping on gamification applied to education. In Proceedings of the ACM symposium on applied computing.
    1. Deci Edward L, Koestner R, Ryan RM. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin. 1999;125(6):627–668.
    1. Deci EL, Koestner R, Ryan RM. Extrinsic rewards and intrinsic motivation in education: reconsidered once again. Review of Educational Research. 2001;71(1):1–27.
    1. De-Marcos L, Domínguez A, Saenz-De-Navarrete J, Pagés C. An empirical study comparing gamification and social networking on e-learning. Computers and Education. 2014;75:82–91.
    1. Deterding S, Khaled R, Nacke L, Dixon D. Gamification: Toward a definition. Chi. 2011;2011:12–15.
    1. Dichev C, Dicheva D. Gamifying education: what is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education. 2017;14:9.
    1. Dicheva D, Dichev C, Agre G, Angelova G. Gamification in education: A systematic mapping study. Educational Technology and Society. 2015;18:75–89.
    1. Domínguez A, Saenz-De-Navarrete J, De-Marcos L, Fernández-Sanz L, Pagés C, Martínez-Herráiz JJ. Gamifying learning experiences: Practical implications and outcomes. Computers and Education. 2013;63:380–392.
    1. Egger M, Zellweger-Zähner T, Schneider M, Junker C, Lengeler C, Antes G. Language bias in randomised controlled trials published in English and German. Lancet. 1997;350:326–329.
    1. El Tantawi M, Sadaf S, AlHumaid J. Using gamification to develop academic writing skills in dental undergraduate students. European Journal of Dental Education. 2018;22(1):15–22.
    1. El-Beheiry M, McCreery G, Schlachta CM. A serious game skills competition increases voluntary usage and proficiency of a virtual reality laparoscopic simulator during first-year surgical residents’ simulation curriculum. Surgical Endoscopy and Other Interventional Techniques. 2017;31(4):1643–1650.
    1. Ericsson KA, Krampe RT, Tesch-Römer C. The role of deliberate practice in the acquisition of expert performance. Psychological Review. 1993;100:363.
    1. Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of E-Learning and Knowledge Society, 11(3):13–21.
    1. Finley J, Caissie R, Hoyt B. 046 15 Minute Reinforcement Test Restores Murmur Recognition Skills in Medical Students. Can J Cardiol [Internet]. 2012;28(5):S102.
    1. Festinger L. A theory of social comparison processes. Human Relations. 1954;7(2):117–140.
    1. Fleiszer D, Fleiszer T, Russell R. Doughnut Rounds: A self-directed learning approach to teaching critical care in surgery. Medical Teacher. 1997;19(3):190–193.
    1. Forni MF, Garcia-Neto W, Kowaltowski AJ, Marson GA. An active-learning methodology for teaching oxidative phosphorylation. Medical Education. 2017;51(11):1169–1170.
    1. Frederick HJ, Corvetto MA, Hobbs GW, Taekman J. The “simulation roulette” game. Simulation in Healthcare. 2011;6:244.
    1. Gaggioli A. CyberSightings. Cyberpsychology, Behavior, and Social Networking. 2016;19:635.
    1. Gentry, S., L’Estrade Ehrstrom, B., Gauthier, A., Alvarez, J., Wortley, D., van Rijswijk, J., et al. (2016). Serious Gaming and Gamification interventions for health professional education. Cochrane Database of Systematic Reviews, 2016(6), 1–9.
    1. Gerard JM, Scalzo AJ, Borgman MA, Watson CM, Byrnes CE, Chang TP, Auerbach M, Kessler DO, Feldman BL, Payne BS, Nibras S, Chokshi RK, Lopreiato JO. Validity evidence for a serious game to assess performance on critical pediatric emergency medicine scenarios. Simulation in Healthcare. 2018;13:168–180.
    1. Gorbanev I, Agudelo-Londoño S, González RA, Cortes A, Pomares A, Delgadillo V, Yepes FJ, Muñoz Ó. A systematic review of serious games in medical education: Quality of evidence and pedagogical strategy. Medical Education Online. 2018;23(1):1438718.
    1. Gruder CL. Determinants of social comparison choices. Journal of Experimental Social Psychology. 1971;7:473–489.
    1. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the Annual Hawaii international conference on system sciences.
    1. Hanus MD, Fox J. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education. 2015;80:152–161.
    1. Henry BW, Douglass C, Kostiwa IM. Effects of participation in an aging game simulation activity on the attitudes of Allied Health students toward older adults. Internet J Allied Heal Sci Pract. 2007;5(4):5.
    1. Hintzman DL. Repetition and memory. Psychology of Learning and Motivation - Advances in Research and Theory. 1976;10:47–91.
    1. Hsu SH, Chang J-W, Lee C-C. Designing attractive gamification features for collaborative storytelling websites. Cyberpsychology, Behavior, and Social Networking. 2013;16(6):428–435.
    1. Hudon A, Perreault K, Laliberté M, Desrochers P, Williams-Jones B, Ehrmann Feldman D, Hunt M, Durocher E, Mazer B. Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators. Disability and Rehabilitation. 2016;38:2244–2254.
    1. Huizinga J. Homo Ludens: A study of the play element in culture. 1. Boston: The Beacon Press; 1955.
    1. Huotari, K., & Hamari, J. (2012). Defining gamification—A service marketing perspective. In Proceedings of the 16th International Academic MindTrek Conference 2012: “Envisioning Future Media Environments”, MindTrek 2012.
    1. Huotari K, Hamari J. A definition for gamification: anchoring gamification in the service marketing literature. Electronic Markets. 2017;27:21–31.
    1. Inangil D. Theoretically based game for student success: Clinical education. International Journal of Caring Sciences. 2017;10(1):464–470.
    1. Jacobs, J. W., & Dempsey, J. V. (1993). Simulation and gaming: Fidelity, feedback, and motivation. In: Dempsey, J.V. and Sales G.C. (Eds.). Interactive instruction and feedback. Englewood Cliffs, New Jersey: Educational Technology Publications
    1. Janssen, A., Shaw, T., Bradbury, L., Moujaber, T., Nørrelykke, A. M., Zerillo, J. A., et al. (2016). A mixed methods approach to developing and evaluating oncology trainee education around minimization of adverse events and improved patient quality and safety. BMC Med Educ., 16(1),
    1. Kalin, D., Nemer, L. B., Fiorentino, D., Estes, C., & Garcia, J. (2016). The Labor Games: A Simulation-Based Workshop Teaching Obstetrical Skills to Medical Students [2B]. Obstetrics & Gynecology,.
    1. Kaylor SK. Fishing for pharmacology success: Gaming as an active learning strategy. Journal of Nursing Education. 2016;55(2):119.
    1. Kerfoot BP, Baker H, Pangaro L, Agarwal K, Taffet G, Mechaber AJ, et al. An online spaced-education game to teach and assess medical students: A multi-institutional prospective trial. Acad Med. 2012;87(10):1443–9.
    1. Kerfoot BP, Kearney MC, Connelly D, Ritchey ML. Interactive spaced education to assess and improve knowledge of clinical practice guidelines: A randomized controlled trial. Annals of Surgery. 2009;249:744–749.
    1. Kerfoot BP, Kissane N. The use of gamification to boost residents’ engagement in simulation training. JAMA Surgery. 2014;149(11):1208–1209.
    1. Kerfoot BP, Turchin A, Breydo E, Gagnon D, Conlin PR. An online spaced-education game among clinicians improves their patients’ time to blood pressure control a randomized controlled trial. Circulation: Cardiovascular Quality and Outcomes. 2014;7(3):468–474.
    1. Kerr S, Tolliver J, Petree D. Manuscript characteristics which influence acceptance for management and social science journals. Academy of Management Journal. 1977;20:132–141.
    1. Klabbers JHG. Terminological ambiguity: Game and simulation. Simulation and Gaming. 2009;40:446–463.
    1. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Wilton, Conn.: Association Press
    1. Koivisto JM, Multisilta J, Niemi H, Katajisto J, Eriksson E. Learning by playing: A cross-sectional descriptive study of nursing students’ experiences of learning clinical reasoning. Nurse Education Today. 2016;45:22–28.
    1. Kolb DA, Boyatzis RE, Mainemelis C. Experiential learning theory: Previous research and new directions. Perspectives on Cognitive, Learning, and Thinking Styles. 2001;1:227–247.
    1. Kow AWC, Ang BLS, Chong CS, Tan WB, Menon KR. Innovative Patient Safety Curriculum Using iPAD Game (PASSED) Improved Patient Safety Concepts in Undergraduate Medical Students. World J Surg. 2016;40(11):2571–80.
    1. Kumar, J. (2013). Gamification at work: Designing engaging business software. In Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics).
    1. Lamb LC, DiFiori MM, Jayaraman V, Shames BD, Feeney JM. Gamified Twitter Microblogging to Support Resident Preparation for the American Board of Surgery In-Service Training Examination. J Surg Educ. 2017;74(6):986–91.
    1. Lameris, A. L., Hoenderop, J. G. J., Bindels, R. J. M., & Eijsvogels, T. M. H. (2015). The impact of formative testing on study behaviour and study performance of (bio)medical students: A smartphone application intervention study. BMC Med Educ., 15(1)
    1. Landers RN. Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation and Gaming. 2014;45:752–768.
    1. Landers, R. N., Bauer, K. N., Callan, R. C., & Armstrong, M. B. (2015). Psychological theory and the gamification of learning. In Gamification in education and business, pp. 165–186.
    1. Leach MEH, Pasha N, McKinnon K, Etheridge L. Quality improvement project to reduce paediatric prescribing errors in a teaching hospital. Archives of Disease in Childhood: Education and Practice Edition. 2016;101(6):311–315.
    1. Lepper MR, Greene D, Nisbett RE. Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology. 1973;28(1):129–137.
    1. Lim EC-H, Seet RCS. Using an online neurological localisation game. Medical Education. 2008;42(11):1117.
    1. Lin DT, Park J, Liebert CA, Lau JN. Validity evidence for Surgical Improvement of Clinical Knowledge Ops: A novel gaming platform to assess surgical decision making. American Journal of Surgery. 2015;209(1):79–85.
    1. Lister C, West JH, Cannon B, Sax T, Brodegard D. Just a fad? Gamification in health and fitness apps. Journal of Medical Internet Research. 2014;2:e9.
    1. Lobo V, Stromberg AQ, Rosston P. The Sound Games: Introducing Gamification into Stanford’s Orientation on Emergency Ultrasound. Cureus. 2017;9(9):e1699.
    1. Longmuir KJ. Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms. AJP Adv Physiol Educ [Internet]. 2014;38(1):34–41.
    1. Mallon D, Vernacchio L, Leichtner AM, Kerfoot BP. “Constipation Challenge” game improves guideline knowledge and implementation. Vol. 50, Medical Education. 2016. p. 589–90.
    1. Marczewski, A. (2017). 52 gamification mechanics and elements. .
    1. McCoy L, Lewis JH, Dalton D. Gamification and multimedia for medical education: A landscape review. The Journal of the American Osteopathic Association. 2016;116(1):22.
    1. Mekler ED, Brühlmann F, Tuch AN, Opwis K. Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior. 2017;71:525–534.
    1. Mishori R, Kureshi S, Ferdowsian H. War games: using an online game to teach medical students about survival during conflict “When my survival instincts kick in, what am I truly capable of in times of conflict?”. Medicine, Conflict, and Survival. 2017;33(4):250–262.
    1. Møllerand AP, Jennions MD. Testing and adjusting for publication bias. Trends in Ecology and Evolution. 2001;16:580–586.
    1. Montrezor LH. Performance in physiology evaluation: Possible improvement by active learning strategies. Advances in Physiology Education. 2016;40(4):454–457.
    1. Mullen K. Innovative learning activity: Toy Closet: A growth and development game for nursing students. Journal of Nursing Education. 2018;57(1):63.
    1. Muntean, C. C. I. (2011). Raising engagement in e-learning through gamification. In The 6th International Conference on Virtual Learning ICVL 2011, Vol. 1, pp. 323–329.
    1. Murre JMJ, Dros J. Replication and analysis of Ebbinghaus’ forgetting curve. PLoS ONE. 2015;10:e0120644.
    1. Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: A review of literature. In Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics).
    1. Nemer LB, Kalin D, Fiorentino D, Garcia JJ, Estes CM. The labor games. Obstet Gynecol. 2016;128:1s–5s.
    1. Nevin CR, Westfall AO, Rodriguez JM, Dempsey DM, Cherrington A, Roy B, et al. Gamification as a tool for enhancing graduate medical education. Postgrad Med J [Internet]. 2014;90(1070):685–93.
    1. Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan—A web and mobile app for systematic reviews. Systematic Reviews. 2016;5(1):210.
    1. Oxford English Dictionary. (2017). Oxford English Dictionary Online. Oxford English Dictionary.
    1. Pacala JT, Boult C, Hepburn K. Ten years’ experience conducting the aging game workshop: Was it worth it? J Am Geriatr Soc. 2006;54(1):144–9.
    1. Patton KK, Branzetti JB, Robins L. Assessment and the competencies: A faculty development game. Journal of Graduate Medical Education. 2016;8(3):442–443.
    1. Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. In NFER (National Foundation for Educational Research).
    1. Pettit, R. K., McCoy, L., Kinney, M., & Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology Approaches to teaching and learning. BMC Med Educ., 15(1).
    1. Petrucci AM, Kaneva P, Lebedeva E, Feldman LS, Fried GM, Vassiliou MC. You have a message! Social networking as a motivator for FLS training. Journal of Surgical Education. 2015;72(3):542–548.
    1. Ramsey, F. P. (1923). Tractatus Logico-Philosophicus. By Ludwig Wittgenstein. Mind.
    1. Reed DA, Cook DA, Beckman TJ, Levine RB, Kern DE, Wright SM. Association between funding and quality of published medical education research. Journal of the American Medical Association. 2007;298:1002–1009.
    1. Reeve J, Deci EL. Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin. 1996;22:24–33.
    1. Richey Smith CE, Ryder P, Bilodeau A, Schultz M. Use of an online game to evaluate health professions students’ attitudes toward people in poverty. American Journal of Pharmaceutical Education. 2016;80(8):139.
    1. Robson K, Plangger K, Kietzmann JH, McCarthy I, Pitt L. Is it all a game? Understanding the principles of gamification. Business Horizons. 2015;58:411–420.
    1. Rondon, S., Sassi, F. C., & Furquim De Andrade, C. R. (2013). Computer game-based and traditional learning method: A comparison regarding students’ knowledge retention. BMC Med Educ., 13(1)
    1. Sabri H, Cowan B, Kapralos B, Porte M, Backstein D, Dubrowskie A. Serious games for knee replacement surgery procedure education and training. Procedia-Social and Behavioral Sciences. 2010;2:3483–3488.
    1. Sailer M, Hense JU, Mayr SK, Mandl H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior. 2017;39:371–380.
    1. Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. In Environment. Cambridge, Mass: MIT Press.
    1. Scales CD, Moin T, Fink A, Berry SH, Afsar-Manesh N, Mangione CM, Kerfoot BP. A randomized, controlled trial of team-based competition to increase learner participation in quality-improvement education. International Journal for Quality in Health Care: Journal of the International Society for Quality in Health Care. 2016;28(2):227–232.
    1. Seaborn K, Fels DI. Gamification in theory and action: A survey. International Journal of Human Computer Studies. 2015;74:14–31.
    1. Shah S, Lynch LMJ, Macias-Moriarity LZ. Crossword puzzles as a tool to enhance learning about anti-ulcer agents. Am J Pharm Educ. 2010;74(7):1–5.
    1. Sharma R, Gordon M, Dharamsi S, Gibbs T. Systematic reviews in medical education: A practical approach: AMEE Guide 94. Medical Teacher. 2015;37:108–124.
    1. Simões J, Redondo RD, Vilas AF. A social gamification framework for a K-6 learning platform. Computers in Human Behavior. 2013;29:345–353.
    1. Slamecka NJ, McElree B. Normal forgetting of verbal lists as a function of their degree of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. 1983;9:384.
    1. Snyder E, Hartig JR. Gamification of board review: a residency curricular innovation. Med Educ. 2013;47(5):524–5.
    1. Stanley D, Latimer K. “The Ward”: A simulation game for nursing students. Nurse Education in Practice. 2011;11(1):20–25.
    1. Subhash S, Cudney EA. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior. 2018;87:197–206.
    1. Suits, B. (1978). The grasshopper: Games, life and Utopia, Bernard suits. In Library (Issue 15).
    1. Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games—An overview. Technical Report HS- IKI -TR-07-001, School of Humanities and Informatics, University of Skövde, Sweden, Vol. 73, No. 10, p. 28.
    1. Szyma M. (2014). Who coined the term “gamification”? Quora. .
    1. Tilley, N., & Pawson, R. (2000). Realistic evaluation: An overview. The British Journal of Sociology.
    1. Vallverdú J. What are Simulations? An Epistemological Approach. Procedia Technology. 2014;13:6–15.
    1. Van Dongen KW, Van Der Wal WA, Rinkes IHMB, Schijven MP, Broeders IAMJ. Virtual reality training for endoscopic surgery: Voluntary or obligatory? Surgical Endoscopy and Other Interventional Techniques. 2008;22(3):664–667.
    1. Van Nuland SE, Roach VA, Wilson TD, Belliveau DJ. Head to head: The role of academic competition in undergraduate anatomical education. Anatomical Sciences Education. 2015;8(5):404–412.
    1. Verkuyl M, Romaniuk D, Atack L, Mastrilli P. Virtual gaming simulation for nursing education: An experiment. Clinical Simulation in Nursing. 2017;13(5):238–244.
    1. Warmelink, H., Koivisto, J., Mayer, I., Vesa, M., & Hamari, J. (2018). Gamification of the work floor: A literature review of gamifying production and logistics operations. In Proceedings of the 51st Hawaii International Conference on System Sciences.
    1. Webb M, Henderson B. G57(P) Gamification: Student feedback and creation of bespoke board games. Archives of Disease in Childhood. 2017;102:A24.
    1. Sutton-Smith, B. (2000). The Ambiguity of Play. Cambridge, Mass: Harvard University Press. Harvard University Press.
    1. Wells, L. (2018). Energy explorer: A theory-informed design for a serious game with the purpose of promoting energy conservation behaviours. University of Tasmania.
    1. Wills TA. Downward comparison principles in social psychology. Psychological Bulletin. 1981;90:245.
    1. Wilson KA, Bedwell WL, Lazzara E, Salas E, Burke SC, Estock JL, Orvis KL, Conkey C. Relationships between game attributes and learning outcomes: Review and research proposals. Simulation and Gaming. 2009;20:217–266.
    1. Worm BS, Buch SV. Does competition work as a motivating factor in e-learning? A randomized controlled trial. PLoS ONE. 2014;9(1):e85434.
    1. Zuk R. Get in the game: How communicators can leverage gamification. Public Relations Tactics. 2012;19:7.

Source: PubMed

Sponsorer og samarbeidspartnere

Medisinsk tilstand

Legemiddelintervensjoner

3
Abonnere