Learning Gain using a game improve pharmacology knowledge in two transnational HE institutes.

Abstract

Gamification in higher education has been shown to provide a diverse range of learning opportunities for higher education practitioners as well as students.  Building on our research exploring the benefits of using a card-based, role-playing team game called “BrainceptTM” to aid pharmacology learning for medical students, we now test the reproducibility of our novel finding that this game leads to appreciable and sustained  learning gains in medical students from two different higher education institutes. Here we present student feedback, thematic analysis and quantitative pre-and post-test data collected from students who played BrainceptTM.  Our data shows that this style of gamified learning has a reproducible positive effect on student pharmacological knowledge as well as measurable learning gains post-game play in both cohorts of students leading us to conclude that gamification of pharmacology learning may be a pedagogically valuable transnational educational intervention.