The effect of different gamification designs on pharmacy and pharmacy technician students
DOI:
https://doi.org/10.46542/pe.2024.241.572582Keywords:
Gamification, Pharmacy education, Pharmacy student, Pharmacy technician studentAbstract
Background: Gamification, a method affecting student motivation, engagement, and success, is included in pharmacy education. In pharmacy education, gamification concepts are generally confused with game-based learning. This study sought the opinions of pharmacy and pharmacy technician students regarding two different gamification designs with various combinations of game elements.
Methods: A total of 109 pharmacy and 49 pharmacy technician students were assigned to four groups according to a 2 × 2 factorial design. Two gamification designs were made according to the game elements they involved: (1) badges and points and (2) badges, points, and leaderboard. Data were collected through a survey and focus group interviews to explore students’ opinions about the elements.
Results: Of the 129 students who responded to the survey, seven participated in the focus group. Statistically significant differences were observed in terms of entertainment and ambition, while no significant differences were found between the groups regarding motivation. The leaderboard appeared to entertain pharmacy technician students more than pharmacy students. Additionally, two themes, “game elements” and “gamification effect,” emerged from the focus group.
Conclusion: The differences between the groups regarding game elements and educational areas highlight the need to determine suitable game elements for effective gamified learning environments.
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