Game-Based Learning for Undergraduate Consolidation: A Qualitative Study of How Game-Based Learning Provides Much More than Knowledge Acquisition
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| Title: | Game-Based Learning for Undergraduate Consolidation: A Qualitative Study of How Game-Based Learning Provides Much More than Knowledge Acquisition |
|---|---|
| Language: | English |
| Authors: | Thomas J. Paddock (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(6):810-821. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Game Based Learning, Medical Students, Educational Games, Medical Education, Foreign Countries, Learning Experience, Student Experience |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1002/ase.70154 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Game-based learning (GBL) is increasingly used in medical education to supplement traditional didactic learning methods. Adult learners in particular may benefit from GBL, given the autonomous and iterative nature of a well-designed educational game. A table-top, multipart board game was designed to help medical students consolidate clinical knowledge--related clinical skills were also included for a holistic experience. Medical students (n = 12) participated in an observed 1-h game session. Semi-structured individual interviews were recorded, transcribed, and analyzed by independent researchers to interpret and identify themes. Analysis of interviews and observational data identified five key themes relating to the GBL experience: (1) gameplay discussion facilitated self-identification of gaps in knowledge, giving students a roadmap of what to study next; (2) peer-to-peer knowledge shared during the game prompted players to reflect upon individual study techniques; (3) gameplay created memorable "lightbulb" moments in understanding, allowing linking together of broader concepts; (4) gameplay created a judgment-free environment that provided relief from prevailing "medical school guilt" associated with taking breaks, thus improving well-being; (5) game mechanics are critical to ensure GBL delivers effective learning experiences. An aspect of learning that is often neglected is the ability for adult learners to cultivate joy in their studies--a drive to make learning fun. This qualitative study provides further insight into GBL, supporting and expanding upon preexisting literature. Namely, developing refined, accessible GBL resources improves knowledge retention, increases motivation, and facilitates metacognitive insight into a learner's revision approach. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507760 |
| Database: | ERIC |
| Abstract: | Game-based learning (GBL) is increasingly used in medical education to supplement traditional didactic learning methods. Adult learners in particular may benefit from GBL, given the autonomous and iterative nature of a well-designed educational game. A table-top, multipart board game was designed to help medical students consolidate clinical knowledge--related clinical skills were also included for a holistic experience. Medical students (n = 12) participated in an observed 1-h game session. Semi-structured individual interviews were recorded, transcribed, and analyzed by independent researchers to interpret and identify themes. Analysis of interviews and observational data identified five key themes relating to the GBL experience: (1) gameplay discussion facilitated self-identification of gaps in knowledge, giving students a roadmap of what to study next; (2) peer-to-peer knowledge shared during the game prompted players to reflect upon individual study techniques; (3) gameplay created memorable "lightbulb" moments in understanding, allowing linking together of broader concepts; (4) gameplay created a judgment-free environment that provided relief from prevailing "medical school guilt" associated with taking breaks, thus improving well-being; (5) game mechanics are critical to ensure GBL delivers effective learning experiences. An aspect of learning that is often neglected is the ability for adult learners to cultivate joy in their studies--a drive to make learning fun. This qualitative study provides further insight into GBL, supporting and expanding upon preexisting literature. Namely, developing refined, accessible GBL resources improves knowledge retention, increases motivation, and facilitates metacognitive insight into a learner's revision approach. |
|---|---|
| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70154 |
