Game-Based Learning Effects on Student Engagement and Outcomes in Clinical Therapeutics Courses

To determine whether the integration of game-based learning (GBL) strategies throughout 2 Clinical Therapeutics Module (CTM) courses increased student engagement and learning.

GBL competitions (Olympics, Harry Potter) were implemented in 2 CTM courses in the second year pharmacy and third year pharmacy (P3) of the Doctor of Pharmacy program. Course grades were collected, and class participation was documented through direct observation. Students completed a brief survey at the end of each course regarding their perceptions of engagement and learning in GBL CTM courses compared to previous non-GBL CTM courses. Participation in both the competitions and surveys was optional.

Nearly all second year pharmacy and P3 students (97.6%) participated in the GBL competition in the 2 CTM courses. P3 students who actively participated in the gaming competition by answering questions at least 5 times during class were more likely to earn an A in the course than those who did not (odds ratio 4.02, 95% CI 1.66-9.74). A total of 75 students (45.5%) responded to the gamification survey. The overall average engagement score (scale 1-10) was higher in the GBL courses than in prior non-GBL CTM courses (7.26 vs 5.76, respectively). Most students (84%) agreed that the gaming competitions should continue in the future.

The integration of GBL throughout the 2 CTM courses was well received by the students and led to increased engagement compared to the previous non-GBL CTM courses. Additionally, participating in GBL had a positive impact on P3 students' grades.