Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Purposive Learning01:22

Purposive Learning

665
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
665
Social Facilitation01:04

Social Facilitation

36.9K
Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
36.9K
Modeling in Therapy01:26

Modeling in Therapy

753
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
753
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

331
The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
331

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Impact of a Real-Time Virtual Rounding Queue on Neonatal Intensive Care Unit Rounding Practices: Survey Study of Clinicians' Perceptions.

JMIR pediatrics and parenting·2026
Same author

Social interactions in isolated, confined, and extreme environments: A study of Antarctic winter teams using wearable sensors.

Proceedings of the National Academy of Sciences of the United States of America·2026
Same author

Implementation of a Real-Time Virtual Rounding Queue on Neonatal Intensive Care Unit Rounding Practices: A Survey of Clinicians' Perceptions.

JMIR pediatrics and parenting·2026
Same author

Patient Preferences for Plain-Language Alternatives to Medical Jargon in Clinical Notes.

Journal of general internal medicine·2026
Same author

Understanding the experience of receiving a diagnosis of Down syndrome.

Paediatrics & child health·2025
Same author

The Advocacy-Inquiry Rubric (AIR): a standard to build debriefing and feedback skills.

Advances in simulation (London, England)·2025

Related Experiment Video

Updated: Apr 16, 2026

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

17.4K

Twelve tips for maximizing the effectiveness of game-based learning.

Michael B Pitt1, Emily C Borman-Shoap1, Walter J Eppich2,3

  • 1a University of Minnesota Masonic Children's Hospital , USA .

Medical Teacher
|March 18, 2015
PubMed
Summary

Game-based learning (GBL) offers an engaging alternative for medical education. This study provides 12 practical tips for educators to effectively design and implement GBL sessions, enhancing learner engagement and discussion.

More Related Videos

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.6K

Related Experiment Videos

Last Updated: Apr 16, 2026

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

17.4K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.6K

Area of Science:

  • Medical Education
  • Educational Technology
  • Gamification

Background:

  • Game-based learning (GBL) is a growing approach in medical education, complementing traditional methods.
  • Effective GBL leverages competition to boost engagement and facilitate group discussions.
  • Existing literature offers game templates but lacks guidance on GBL design and implementation strategies for educators.

Purpose of the Study:

  • To provide educators with practical strategies for designing and implementing effective game-based learning sessions in medical education.
  • To address the gap in literature regarding the creation and maximal utilization of GBL in medical training.

Main Methods:

  • A comprehensive review of existing literature on GBL in medical education.
  • Incorporation of insights from experienced GBL designers.
  • Development of 12 specific recommendations for GBL design and implementation.

Main Results:

  • The study synthesizes best practices for creating and deploying educational games in medicine.
  • Twelve actionable tips are presented to guide educators in maximizing the effectiveness of GBL.
  • Recommendations cover both the design phase and the implementation of GBL sessions.

Conclusions:

  • Game-based learning presents a valuable pedagogical tool for medical education.
  • Educators can successfully implement GBL by following structured design and implementation strategies.
  • The provided tips offer a framework for enhancing learner engagement and educational outcomes through GBL.