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Medical Students' Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis
A E J Van Gaalen1, A D C Jaarsma2, J R Georgiadis1
1Department of Biomedical Sciences of Cells and Systems, Section Anatomy & Medical Physiology, University Medical Center Groningen, University of Groningen, Groningen, Netherlands.
JMIR Serious Games
|July 28, 2021
Summary
Students play game-based learning (GBL) for pleasure, but perceive it as inefficient unless it enhances learning. Play should supplement difficult courses and not be compulsory for health professions education.
Area of Science:
- Health Professions Education
- Educational Technology
- Game-Based Learning
Background:
- Game-based learning (GBL) is increasingly used in health professions education, particularly with the rise of distance learning.
- Empirical evidence guiding the design and implementation of GBL is lacking.
- The role of play in GBL is often overlooked in current research.
Purpose of the Study:
- To explore health professions students' perceptions of play during leisure time.
- To investigate students' views on game-based learning (GBL) in their education.
- To inform evidence-based design and implementation of GBL through a bottom-up approach.
Main Methods:
- Conducted 6 focus group discussions with medical and dentistry students.
- Utilized thematic analysis to analyze qualitative data from discussions.
- Included 58 students in the study.
Main Results:
- Students' play preferences varied significantly, but pleasure was a common motivator.
- A perceived paradox exists between play and serious learning, highlighting context-dependency.
- Students view play as inefficient, requiring clear learning benefits to be justified.
Conclusions:
- Students engage in play for pleasure, with diverse individual perceptions.
- Play's inefficiency is acceptable only if it demonstrably improves learning outcomes.
- GBL should complement challenging coursework and not be mandatory for students.
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