An Exploratory Evaluation of Game Experience in a Gamified Online Telehealth Learning Module

Area of Science:

• Health Professions Education
• Digital Health
• Gamification in Learning

Background:

• Online telehealth education is crucial for health science students, offering flexibility and professional development.
• Gamified learning modules, like GENIE (Gamified Asynchronous LEarNing of IPE Telehealth), aim to enhance engagement in telehealth education.
• Understanding student interaction with gamified features is key to optimizing online learning.

Purpose of the Study:

• To evaluate health science students' experience with the GENIE gamified telehealth module.
• To gather feedback for refining GENIE's design and enhancing learner engagement.
• To assess the effectiveness of gamification in interprofessional telehealth education.

Main Methods:

• Exploratory mixed-methods, cross-sectional study with 30 health science students.
• Quantitative data collected via Game Experience Questionnaire (GEQ), Post-Game Experience Questionnaire (PGQ), and Situational Motivation Scale (SIMS).
• Qualitative data gathered through open-ended questions in REDCap.

Main Results:

• Students perceived GENIE as moderately effective, with low to moderate engagement (GEQ) and moderately positive motivation (SIMS).
• The module was manageable with neutral emotional engagement (PGQ).
• Feedback highlighted a need for more challenging game elements and interactive storytelling.

Conclusions:

• Gamified online telehealth learning shows potential for enhancing student engagement and motivation.
• Future iterations of GENIE should incorporate more challenging and narrative-driven interactive features.
• Findings inform the development of gamified approaches in health science education for virtual care readiness.