Gamification as a tool for enhancing graduate medical education

Nevin, Christa R.; Westfall, Andrew O.; Rodríguez, Jorge Martin; Dempsey, Donald M.; Cherrington, Andrea; Roy, Brita; Patel, Mukesh; Willig, James H.

doi:10.1136/postgradmedj-2013-132486

Cited by 211 publications

(174 citation statements)

References 15 publications

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“…At university level, 1 study has reported results involving graduate students (Nevin et al, 2014), while at K-12 level, 3 studies have reported results involving elementary school students (Boticki, Baksa, Seow, & Looi, 2015;Simoes, Mateus, Redondo, & Vilas, 2015; , 2 studies have reported results involving middle school students (Attali & Arieli-Attali, 2015;Long & Aleven, 2014 ) and 2 studies have reported results involving high school students (Davis & Klein, 2015;Paiva, Barbosa, Batista, Pimentel, & Bittencourt, 2015). A possible explanation of this disproportion is that perhaps it is easier for college instructors to experiment with using gamification in their own courses.…”

Section: What Educational Level Is Targeted?mentioning

confidence: 74%

“…Another interesting observation is the low proportion of studies on gamifying STEM disciplines, excluding CS/IT and mathematics, where reinforcement of motivation is particularly beneficial: only two out of thirty two (Bonde et al, 2014) and . Anderson, Nash, & McCauley, 2015;Auvinen, Hakulinen, & Malmi, 2015;Bernik, Bubaš, & Radošević, 2015;Hakulinen, Auvinen, & Korhonen, 2015;Herbert, Charles, Moore, & Charles, 2014;Ibanez, Di Serio, & Delgado-Kloos, 2014;Knutas, Ikonen, Maggiorini, Ripomonti, & Porras, 2014a;Knutas, Ikonen, Nikula, & Porras, 2014b;Krause, Mogalle, Pohl, & Williams, 2015;Laskowski & Badurowicz, 2014;Leach, Laur, Code, Bebbington, & Broome, 2014;Lehtonen, Aho, Isohanni, & Mikkonen, 2015;Poole, Kemp, Patterson, & Williams, 2014;Sillaots, 2014;Sillaots, 2015;Smith, Herbert, Kavanagh, & Reidsema, 2014;Tvarozek & Brza, 2014) Math 5 (10%) (Attali & Arieli-Attali, 2015 a ;Christy & Fox, 2014;Long & Aleven, 2014;Paiva et al, 2015 a ; Pedro, Lopes, Prates, Vassileva, & Isotani, 2015b) a Multimedia/ Communication 6 (12%) (Barata, Gama, Jorge, & Gonçalves, 2014;Hanus & Fox, 2015;Holman et al, 2015;Jang, Park, & Yi, 2015;Leach et al, 2014;Utomo & Santoso, 2015) Medicine/Biology/ Psychology 5 (10%) (Bonde et al, 2014;Landers & Landers, 2015;Nevin et al, 2014;Pettit, McCoy, Kinney, & Schwartz, 2015; a Languages 4 (8%) ...…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…In turn, game design elements which are used in the creation of Barata et al, 2014;Bernik et al, 2015;Hanus & Fox, 2015;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Krause et al, 2015;Laskowski & Badurowicz, 2014;Latulipe, Long, & Seminario, 2015;Leach et al, 2014;Poole et al, 2014;Sillaots, 2014;Utomo & Santoso, 2015) Interaction with learning environment 11 (21%) Boticki et al, 2015;Herbert et al, 2014;Morschheuser et al, 2014;Nevin et al, 2014;Paiva et al, 2015;Pedro et al, 2015b;Pettit et al, 2015) Exercises 6 (12%) Hakulinen et al, 2015;Hasegawa et al, 2015;Lehtonen et al, 2015;Long & Aleven, 2014;Tvarozek & Brza, 2014) Collaboration/discussions/ social interactions 4 (8%) Knutas et al, 2014;Shi et al, 2014;Smith et al, 2014) Projects/labs 6 (12%) (Bonde et al, 2014;Boskic & Hu, 2015;Hew et al, 2016;Landers & Landers, 2015;Sillaots, 2015;Simoes et al, 2015) Tests 4 (8%) Attali & Arieli-Attali, 2015;Christy & Fox, 2014;Tu et al, 2015) Othersgamification scenarios can be divided into three categories: dynamics, mechanics and components (Werbach & Hunter, 2012). 1 Dynamics represents the highest conceptual level in a gamified system.…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

See 2 more Smart Citations

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

785

523

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Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. Keywords: Gamification in education, Gamifying learning, Critical literature review, Empirical studiesThe idea of incentivizing people is not new but the term "gamification" didn't enter the mainstream vocabulary until 2010. Only a year later it became a viable trend. The growing popularity of gamification is stemming from the belief in its potential to foster motivation, behavioral changes, friendly competition and collaboration in different contexts, such as customer engagement, employee performance and social loyalty. As with any new and promising technology it has been applied in a diversity of domains, including marketing, healthcare, human resources, training, environmental protection and wellbeing. Gamification is a multidisciplinary concept spanning a range of theoretical and empirical knowledge, technological domains and platforms and is driven by an

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Section: What Educational Level Is Targeted?mentioning

confidence: 74%

Section: What Subjects Are Gamified?mentioning

confidence: 99%

Section: What Subjects Are Gamified?mentioning

confidence: 99%

See 1 more Smart Citation

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

785

523

View full text Add to dashboard Cite

show abstract

“…While there has been much interest expressed in the use of serious games and gamification of eLearning tools (Ahmed et al, 2015;McCoy, Lewis, & Dalton, 2016;Nevin et al, 2014;(Graafland, Schraagen, & Schijven, 2012), we note that there has been little actual activity in this area. Graafland et al only found 30 examples of serious games in a systematic review and noted that most of these were not validated as educational tools.…”

Section: Discussionmentioning

confidence: 99%

Medical Careers: an online game to study online gaming and process addictions

Topps¹,

Topps²,

Lee³

et al. 2017

MedEdPublish

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As part of an e-learning project for medical students, designed to highlight some problems and approaches around addictions, we created some virtual patients to accompany an online primer. For the section on process addictions, we created an online game, modeled on the classic board game 'Careers'. In this article, we describe how we used the OpenLabyrinth educational research platform to create a virtual scenario that could be played by 1-4 students, using a web browser. The internal activity metrics generated by OpenLabyrinth afford a very detailed look at what learners do within the game and how the game performs. We note some frustrations at engaging project reviewers and some mismatched expectations about e-learning resource usage. The e-learning resources are available for wider use and we encourage groups who might be interested in simple gamification approaches and learning analytics to explore these resources.

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“…The game Kaizen, a term meaning continuous learning, was developed in by James Willig, MD as a way to supplement learning for medical residents (Nevin et al, 2014). The Kaizen software delivers questions online in a game format, generating competition among participants.…”

mentioning

confidence: 99%