Gamification in radiography education: Impressions and perceptions from a european survey

Gamification has emerged as an innovative educational strategy, but its implementation in radiography remains insufficiently explored. This study aimed to evaluate the potential of gamified methodologies among radiographers and radiography students across Europe, and to identify perceived benefits, barriers, and future opportunities.

A voluntary and anonymous 24-item survey was conducted and distributed during the European Congress of Radiology (ECR) 2025, and was available online for two weeks afterwards. The questionnaire comprised three sections assessing demographic characteristics and educational background, experience with gamification, and perceptions of its implementation.

A total of 143 participants from 16 European countries responded. Participants included students, clinical radiographers, and academics, with varying professional experience. 41.8% reported prior exposure to gamified learning and demonstrated significantly greater willingness to engage in future gamified continuing professional development. Gamification was perceived positively for enhancing engagement and technical skills (51.7%), teamwork (46.9%), and providing a risk-free learning environment (45.5%). Key barriers included limited educator knowledge (25.9%), development costs (25.9%), infrastructural constraints (24.5%), and resistance to change (21.0%).

This study provides an initial overview of European expectations and perceptions of gamification in radiography education. Although respondents recognised the importance and value of this innovation, significant gaps remain in its implementation and practical application. Further efforts at both European and national levels are needed to support these emerging educational needs.

Gamification is a promising educational tool in radiography, but it requires targeted faculty development, further research, and strategic implementation to facilitate its adoption.