Implementing Gamification within Interprofessional Learning: Perspectives of Higher Education Staff and Students
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| Title: | Implementing Gamification within Interprofessional Learning: Perspectives of Higher Education Staff and Students |
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| Language: | English |
| Authors: | Lauren Ann Oliver (ORCID |
| Source: | Cogent Education. 2024 11(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Interdisciplinary Approach, Professional Education, Higher Education, College Faculty, Student Attitudes, Teacher Attitudes, Allied Health Occupations Education, Undergraduate Students, Video Technology, Nursing Education, Technology Integration, Game Based Learning, Student Motivation, Barriers, Design |
| DOI: | 10.1080/2331186X.2024.2423717 |
| ISSN: | 2331-186X |
| Abstract: | Interprofessional learning (IPL) is a fundamental component of the curricula on healthcare degree programmes, however maintaining student engagement/motivation in IPL sessions presents challenges. 'Gamification' poses an innovative pedagogical technique to improve engagement. This study aimed to evaluate staff/student perspectives on the use of gamification in IPL within healthcare programmes. A mixed methods research design was utilised to collect qualitative and quantitative data using the Nominal Group Technique (NGT) with staff and undergraduate students on healthcare programmes. This involved viewing a video on gamification in IPL; silent idea generation; group discussion, and idea ranking by importance. Inductive thematic analysis was conducted on qualitative responses, whilst quantitative data were analysed using descriptive statistics. Five staff and two students (n = 7) were recruited. Maintaining student motivation and planning appropriate gamified activities were ranked most important, whilst credit weightings, online sessions and timetabling were barriers. Key themes included student motivation, session design and practical challenges. This paper presents significant initial findings on staff/student perspectives regarding gamification in IPL. Recommendations to implement gamification include consideration of motivating factors, collaborative session design and provision of appropriate tasks/incentives. Co-production of gamification involving students and service users is fundamental to ensure clinical relevance, engagement and alignment to IPL values. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454357 |
| Database: | ERIC |
| Abstract: | Interprofessional learning (IPL) is a fundamental component of the curricula on healthcare degree programmes, however maintaining student engagement/motivation in IPL sessions presents challenges. 'Gamification' poses an innovative pedagogical technique to improve engagement. This study aimed to evaluate staff/student perspectives on the use of gamification in IPL within healthcare programmes. A mixed methods research design was utilised to collect qualitative and quantitative data using the Nominal Group Technique (NGT) with staff and undergraduate students on healthcare programmes. This involved viewing a video on gamification in IPL; silent idea generation; group discussion, and idea ranking by importance. Inductive thematic analysis was conducted on qualitative responses, whilst quantitative data were analysed using descriptive statistics. Five staff and two students (n = 7) were recruited. Maintaining student motivation and planning appropriate gamified activities were ranked most important, whilst credit weightings, online sessions and timetabling were barriers. Key themes included student motivation, session design and practical challenges. This paper presents significant initial findings on staff/student perspectives regarding gamification in IPL. Recommendations to implement gamification include consideration of motivating factors, collaborative session design and provision of appropriate tasks/incentives. Co-production of gamification involving students and service users is fundamental to ensure clinical relevance, engagement and alignment to IPL values. |
|---|---|
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2024.2423717 |
