Twelve tips for maximizing the effectiveness of game-based learning

Michael B. Pitt*, Emily C. Borman-Shoap, Walter J. Eppich

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.

Original languageEnglish (US)
Pages (from-to)1013-1017
Number of pages5
JournalMedical Teacher
Volume37
Issue number11
DOIs
StatePublished - Nov 2 2015

ASJC Scopus subject areas

  • Education

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