![]() In the field of game research, the concept of player types is used to characterize users who share preference for a specific type of play, which enables game designers to create an optimal user experience. Hence, preferences should be considered in designing game-based learning strategies to engage and motivate an entire cohort of students (not only a subgroup). Linking personality traits with game-based learning design solutions that best fit each particular trait has been shown to improve learner experience (eg, perceived playfulness), motivation, and performance. Outside the domain of education for health professionals, individual differences in age, gender, culture, and personality play a role in a person’s preferences for specific types of play, games, and responses to different game-based learning designs. Game and game-based learning research consistently demonstrated that people vary greatly in what they like in play and games. ![]() Moreover, game elements that motivate some learners may actually demotivate others indicating that personal preference is a crucial element for motivation to play. ![]() For example, most game-based learning research in health professional education focused on one specific game attribute (ie, the effects of scoring and rewards), although many other game attributes have also been investigated. Researchers in health professional education generally take an educational approach to game-based learning without considering the body of knowledge available in the field of game research. Practical applications of game-based learning have not been substantiated by a significant body of scientific research, which could be interpreted as corroboration for the abovementioned assertions. Indeed, designing an educationally sound game-based learning tool is a challenging task and depends highly on the synergy between pedagogy and engagement. On the other hand, games developed by game designers with little or no understanding of the theory and practice of game-based learning can be fun to play but are also hit-or-miss with respect to educational goals and outcomes. This may result in educational learning tools that can either be a success or a failure with respect to playability and engagement. Some scholars have stated that educational games are designed by academics who do not understand the culture, art, and science of games. Hence, there is a need for empirical research to inform future game-based learning design. This, in turn, may increase the likelihood of choosing suboptimal or even counterproductive game-based learning strategies. Although there are myriad ways to design game-based learning strategies, there is little good-quality evidence to guide the choice of the most effective game-based learning design in a given educational context. Yet, the understanding of how and when to implement game-based learning in educating health professionals remains in its infancy as well as in other educational domains. In health professional education, there has been a growing interest in game-based learning because of its engaging properties and positive effects on students’ motivation and learning. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |