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

Gamification, the integration of game elements into non-game settings, is gaining attention in health professions education. Its use in Medical Radiation Science (MRS) is still emerging, though early evidence suggests benefits for student engagement, knowledge retention, and clinical reasoning.

This study explores the implementation of gamification techniques, such as escape rooms and Jeopardy-style quizzes, in an Australian MRS program using collaborative autoethnography. Autoethnographic data were collected across multiple semesters from reflective teaching journals, lesson plans, and student feedback. The analysis focused on recurring themes including engagement, knowledge retention, and stress reduction, and was contextualised against relevant literature.

Findings indicate that gamification may foster active participation, enhance learning, and reduce student anxiety. Specific techniques like escape rooms encouraged teamwork and critical thinking, while quiz-based formats increased motivation.

Challenges were also identified, including the need to balance educational outcomes with entertainment and ensure alignment with learning objectives. These reflections provide early insight into gamification's role in MRS education, while acknowledging that results are drawn from a single institutional context.

Further research is needed to examine its broader impact and long-term value in clinical and professional practice.