Saving student interaction by saving the Starks
African Journal of Health Professions Education
; 13(3):191-192, 2021.
Article
in English
| Africa Wide Information | ID: covidwho-1661346
ABSTRACT
AFRICAN DEVELOPMENT Amidst all the confusion with the pandemic, the shift to online learning was an adjustment for both students and lecturers. The loss of face-to-face contact sessions meant the absence of the initial visual diagnostic assessment and the opportunity to consolidate acquired knowledge in real-time. It was also observed that student interest and active engagement on online platforms, decreased as the year progressed and an "online fatigue" ensued. To overcome the difficulties experienced, a gamification-based formative assessment approach was taken. This was done to assess the application of knowledge of first-year medical students acquired during their antibacterial pharmacology narrated lecture. The game, called " Saving the Starks " is themed after a popular TV series called Game of Thrones and was created using Microsoft PowerPoint with animated triggers and the soundtrack of the Game of Thrones show to create a truly immersive experience. The game was well-received by students based on the overwhelmingly positive response on the discussion board. The gamification element increased student engagement and helped excite them about the content. The use of popular culture references and the competitive aspect of the game fostered enthusiasm within the learning environment and amongst peers. It also allowed for student-lecturer engagement on a more congenial level creating a pleasant environment for learning
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Collection:
Databases of international organizations
Database:
Africa Wide Information
Language:
English
Journal:
African Journal of Health Professions Education
Year:
2021
Document Type:
Article
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