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Faculty and students perspectives towards game-based learning in health sciences higher education
Ebtsam Aly Abou Hashish1,2,3, Hend Al Najjar1,2, Maani Alharbi1,2
1College of Nursing - Jeddah, King Saud bin Abdul-Aziz University for Health Sciences, Jeddah, Saudi Arabia.
Heliyon
|July 18, 2024
Summary
Game-Based Learning (GBL) enhances health sciences education by improving engagement and complementing traditional methods. Faculty and students find GBL beneficial, though resource and training support are needed for wider adoption.
Area of Science:
- Health Sciences Education
- Educational Technology
- Pedagogy
Background:
- Game-Based Learning (GBL) is an innovative pedagogical approach using digital applications in health sciences higher education.
- Analyzing faculty and student perspectives on GBL is crucial for effective implementation.
Purpose of the Study:
- To explore faculty and student perspectives on Game-Based Learning in health sciences higher education.
- To identify barriers and recommendations for GBL use from their viewpoints.
Main Methods:
- A descriptive-qualitative approach was employed at a Saudi university.
- 42 semi-structured interviews were conducted with 22 faculty and 20 students.
- Thematic content analysis was used to analyze interview data.
Main Results:
- Seven themes and 30 categories emerged, covering digital apps, GBL benefits, challenges, and recommendations.
- Faculty and students reported positive experiences and benefits of GBL.
- Barriers to GBL implementation and suggestions for improvement were identified.
Conclusions:
- Game-Based Learning enhances classroom learning and complements traditional teaching in health sciences.
- GBL fosters skill practice, boosts motivation, and supports peer learning in a safe, immersive environment.
- Institutions should increase resources and training for educators using GBL.
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