Gamification, reasoning, application and situated learning approach in Physiology - GRASP the concepts

Abstract

Background: Deep learning happens through comprehension of various mechanisms particularly in concept oriented disciplines like Physiology. Hypothesis: Students when exposed to real life situations especially in a collaborative learning environment become more active and immersed in learning. Gamification models can sustain the attention of learners for longer periods and instill interest and motivate them to explore the concepts further. These models can enhance knowledge retention and make learning more enjoyable transforming them into self directed learners. Objectives: To design multifaceted gamification models using situated learning approaches to enhance learning, knowledge retention, application and performance in Physiology. Methodology: Students of first year medical course of both sexes were divided into teams and exposed to the gamification models. Individual and team based performances were assessed. Nine stations with time bound team based gaming activities were designed through focused group discussions. A total of 100 marks were allotted for all activities together. Activities had elements to understand the significance of team work, critical thinking, situated learning using gaming modules. Faculty moderators at each station scored the team performance based on correctness of the activity. Performance as a team was also given scores by observing various attributes and extent of involvement of each team member in the activity. Students, as a team, were given an opportunity to instantly rate each gaming activity. Pretest to assess initial knowledge followed by activities by rotation through stations and post test to assess individual performance were given. Results / Observations: Pretest, Post test scores, faculty assessment of activity, performance as a team and feedback rating by students were tabulated and analyzed. The class average score was 70% (out of total 100 marks) which is considered good. The post test score was significantly higher than the pre test mean scores (p<0.0001) using the situated learning approach model with gamification. There was a significant improvement in the performance in the Formative Assessment (p<0.05) conducted after the GRASP activity. Conclusion: Situated learning approach using near real life situations is an effective learning strategy and can be a useful formative assessment tool. Multifaceted gaming modules enabled actual visualization and critical thinking rather than mere imagination. Team based performance helped exchange of thoughts for higher order thinking and projected significance of teamwork in healthcare setup. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.