Playfulness in the classroom: Gamification favor the learning of pharmacology
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Playfulness in the classroom: Gamification favor the learning of pharmacology Francislaine Aparecida dos Reis Lívero 1 & Gustavo Ratti da Silva 2 & Eduarda Carolina Amaral 1 & Amanda Nascimento Vasques de Souza 3 & Irineia Paulina Baretta 3 & Maria Elena Martins Diegues 4 & Edson Arpini 5 Evellyn Claudia Wietzikoski Lovato 6
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Received: 14 August 2020 / Accepted: 29 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract In recent years, growing interest has been seen in the application of gamification in education, which can be defined as the application of game design elements in learning activities. The goal of gamification is to motivate students by creating an engaging learning experience that can keep them focused on learning tasks in the classroom. However, gamification is a major challenge for education, particularly in higher education institutions. The present work presents 11 gamification activities for teaching pharmacology in a medical course. The moment at which the activity fits best in the class, the ways in which the activity can be applied, and the advantages and difficulties that are associated with each game in the classroom are presented. We report student evaluations of the gamification learning activities. The use of these games fosters learning, increases academic engagement, and makes classes more enjoyable. Keywords Active methodology . Education . Game . Meaningful learning . Medicine
1 Introduction Teaching the basic discipline of pharmacology occurs in several contexts, including medicine, nursing, pharmacy, dentistry, physiotherapy, and veterinary medicine. In health science educational curricula, a competency-based approach underlies decisions about how pharmacology is incorporated into the curriculum, which aspects of pharmacology are taught, and which learning tools are used (Al-Fageh et al. 2018). To improve learning rates, pharmacology teachers must be academically qualified in their specialized disciplines. They also must have practical knowledge about general
* Francislaine Aparecida dos Reis Lívero [email protected] Extended author information available on the last page of the article
Education and Information Technologies
teaching methods. However, such qualification and methods alone are insufficient. A large gap can exist between knowing a topic (i.e., content knowledge) and knowing how to teach and learn it (i.e., pedagogical content knowledge; Bucat 2005). Some knowledge about teaching and learning in pharmacology is specific to the subject in question (Landers 2014). Thus, pharmacology courses should include the development of contextualized learning and not just the mere memorization of facts (Landers 2014; Gotardelo et al. 2017). The benefits of meaningful classroom learning experiences are easily recognized. When working with this methodology, good results appear from the first day of class, even for students with learning difficulties. One factor that substantially contributes to meaningful learning is collaborat
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