Learning through play: Educators' autoethnography on gamification in medical radiation science

Area of Science:

• Medical Education
• Health Professions Education
• Medical Radiation Science

Background:

• Gamification, integrating game elements into non-game settings, is increasingly recognized in health professions education.
• Its application in Medical Radiation Science (MRS) education is emerging, with early indications of positive effects on student engagement, knowledge retention, and clinical reasoning.

Purpose of the Study:

• To explore the implementation and impact of gamification techniques in an Australian Medical Radiation Science program.
• To identify themes related to student engagement, knowledge retention, and stress reduction.

Main Methods:

• Utilized collaborative autoethnography over multiple semesters within an Australian MRS program.
• Collected data from reflective teaching journals, lesson plans, and student feedback.
• Analyzed recurring themes, contextualizing findings against relevant literature.

Main Results:

• Gamification techniques, including escape rooms and Jeopardy-style quizzes, were found to foster active participation and enhance learning.
• Specific gamified activities promoted teamwork, critical thinking, and increased student motivation.
• Evidence suggests gamification may contribute to reducing student anxiety in the MRS program.

Conclusions:

• Gamification shows potential for improving engagement and learning outcomes in MRS education.
• Balancing educational objectives with entertainment and ensuring alignment with learning goals are crucial considerations.
• Further research is necessary to evaluate the broader impact and long-term value of gamification in clinical and professional MRS practice.