ArticleHeliyon2024
Faculty and students perspectives towards game-based learning in health sciences higher education.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
7 citing papers in PubMed.
- Evaluating a digital serious game for learning medical terminology in a randomized controlled trial.NPJ digital medicine · 2026Article
- Catalysts of Change: Using AI To Lower the Activation Energy for Developing Gamified Learning Experiences in Health Profession Education.Medical science educator · 2026Article
- Designing for Engagement in Primary Health Education Through Digital Game-Based Learning: Cross-National Behavioral Evidence from the iLearn4Health Platform.Behavioral sciences (Basel, Switzerland) · 2025Article
- Voices on academic accreditation: lived experiences of nurse educators, administrators, students, and alumni in nursing education.BMC medical education · 2025Article
- Nurse Managers' Perspectives on Digital Transformation and Informatics Competencies in E-Leadership: A Qualitative Study.Journal of nursing management · 2025Article
- Comparison Between Game-Based Learning and Traditional Learning Methods in Traumatic Dental Management Among Dental Interns at KAUFD.Clinical, cosmetic and investigational dentistry · 2025Article
- Embracing AI in academia: A mixed methods study of nursing students' and educators' perspectives on using ChatGPT.PloS one · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Game-Based Learning (GBL) is an innovative pedagogical approach that utilizes digital applications to enhance health sciences higher education. Therefore, analyzing faculty and students' perspectives on GBL can help educational administrators, educators, and researchers tailor GBL to students' needs. Purpose: This study aimed to explore faculty (teachers) and students' perspectives towards GBL in health sciences higher education. Further to identify barriers affecting the use of GBL as well as recommendations for its use from their perspectives. Methods: A descriptive-qualitative approach was conducted at a Saudi university. A total of 42 semi-structured interviews were completed with a purposive sampling of 22 faculty members and 20 students until data saturation. The data were analyzed using a thematic content analysis approach. Results: Faculty members and students reflected on their personal experiences using GBL, and the data presented seven themes and 30 categories emerged from the content analysis: common digital apps, purpose and uses, effect or benefits of GBL, personal experience with GBL, challenges and barriers affecting the use of digital games, and recommendations for educators on using GBL apps. Conclusion: The experiences of both students and faculty demonstrated that GBL can enhance classroom learning and complement traditional teaching approaches in health sciences higher education. GBL's safe, immersive environment lets students practice many generic skills, boosting interest, motivation, and peer-mediated learning. Faculty and students shared their GBL experiences, responsibilities, and enthusiasm. Health sciences higher education institutions should consider ways to increase flexibility in providing resources and training to educators who want to build and use the GBL approach in their classroom.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.