Authors
1
Fellowship of Pediatric Intensive Care, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
2
Department of Medical Education, Mashhad University of Medical Sciences, Mashhad, Iran.
3
Paris Nanterre University, Paris, France.
10.22034/meb.2022.345248.1060
Abstract
Background: One of the highly effective teaching and learning strategies in the education system is gamification or educational games. This review aimed to investigate the effect of gamification on the satisfaction and learning of Iranian university students.
Materials and Methods: In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, ERIC, SID, CIVILICA, Magiran, and Google Scholar search engine) was conducted for relevant studies with no time limit up to April 2022. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure. The quality of the information was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).
Results: Six related studies were selected. Based on the results, gamification in learning can alleviate various modern educational difficulties, including decreased student engagement, motivation, and a lack of cooperation. Also, most students were satisfied with the game (90%), and gamification as a new educational method effective and wanted to continue the process in college. Also, 87% of the students evaluated their learning through game-based teaching better than other methods.
Conclusion: Gamification could be an effective alternative to conventional teaching in shaping the students’ satisfaction and learning. Further investigation is required using other game elements that promote cooperation, autonomy, and personalization.
Keywords
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