Health science educators’ awareness, understanding and experience of digital game-based learning and gamification: a mixed methods study

Abstract

The educational landscape needs new innovative methods to engage students and to ensure achievement of learning outcomes. Traditional methods often fail to capture students' attention in an increasingly digital and interactive world, highlighting the need for more dynamic and engaging strategies. Better engagement can foster deeper understanding, retention, and application of knowledge, enhancing the achievement of learning outcomes. In this study, health science educators’ awareness, understanding, and experience of digital game-based learning (DGBL) and gamification in health science education were examined, with the aim of bridging the gap in the literature on this topic. By examining these elements, the study aims to address gaps in the existing literature and provide insights into the potential of these methods to transform teaching and learning practices. The research used a mixed-method approach, including surveys, interviews, and a scoping review. The study targeted health science educators in South Africa to determine their awareness, understanding, and practical experiences with DGBL and gamification. Developing and implementing a new survey instrument was essential because of the lack of tools measuring these aspects in health science education. Findings show great interest among health science educators in adopting DGBL and gamification methodologies, recognising their potential to enhance student learning outcomes. However, significant challenges, such as limited resources, insufficient training and lack of institutional support, were identified as barriers to widespread adoption. The study recommends targeted professional development, increased institutional commitment, and strategic integration of these methodologies into the curriculum. The integration of qualitative and quantitative data provided a comprehensive understanding of educators' perspectives, highlighting the need for support systems and further research to establish best practices for implementing DGBL in health science education.