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Pharmacy student experience, preference, and perceptions of gaming and game-based learning
Shiow-Fern Ng1, Dorothy Diliana Shalilan Anak Dawie1, Wei-Wen Chong1
1Faculty of Pharmacy, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur, Malaysia.
Currents in Pharmacy Teaching & Learning
|April 2, 2021
Summary
Pharmacy students in Malaysia show positive perceptions of serious games, with a majority having video game experience. Role-playing and strategy genres are preferred, alongside cooperative play and score-based rewards.
Area of Science:
- Educational Technology
- Pharmacy Education
- Gamification Studies
Background:
- Serious games enhance student engagement and motivation in higher education.
- Research on pharmacy students' preferences for serious game elements is limited.
- This study addresses the gap by exploring Malaysian pharmacy students' gaming experiences and perceptions.
Purpose of the Study:
- To investigate the gaming experience, preferences, and perceptions of serious games among pharmacy students in Malaysia.
- To identify preferred game genres, play styles, and reward systems for game-based learning in pharmacy education.
Main Methods:
- A cross-sectional study utilizing self-administered questionnaires.
- Data collected from 328 pharmacy students in Malaysia.
- Statistical analyses included descriptive statistics, Mann-Whitney, Kruskal-Wallis, and Spearman's correlation tests.
Main Results:
- 84.1% of students reported prior video game experience, primarily on mobile phones.
- Students exhibited positive perceptions of serious games (mean score 3.69), despite limited awareness.
- Preferred genres were role-playing and strategy (53%), with cooperative play (34.5%) and scores (62.6%) as desired features.
Conclusions:
- The study provides insights into serious game preferences of Malaysian pharmacy students.
- Further research is recommended to assess the acceptance and effectiveness of implementing serious games in pharmacy curricula.
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