Open Access Keynote Speech
1School of Biomedical, Nutritional and Sport Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle-upon-Tyne, England, UK
*Corresponding author: Christina Elliott, School of Biomedical, Nutritional and Sport Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle-upon-Tyne, England, UK; Tel.: +44-(0)1912085490
E-mail: christina.elliott@newcastle.ac.uk
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Published: 5 May 2024; https://doi.org/10.61873/AGTJ1593
Abstract
There is a growing body of literature highlighting the potential of game-based learning (GBL) in creating immersive, highly engaging, active learning experiences. Furthermore, advances in digital technology along with the demand for online learning during the COVID-19 pandemic has brought digital GBL to the forefront of innovative teaching practice. Here, I share some of the digital GBL strategies we have developed to support our pharmacology teaching. In collaboration with our students, we have co-created a series of “choose your own adventure” style games using Twine; an open-source storytelling game engine. Importantly, we have shown that adoption of these GBL approaches is highly effective in promoting student engagement, subject understanding, and learning community. Furthermore, I also discuss how AI tools can allow educators with little knowledge or experience of game development to create unique and engaging learning experiences for their students.
Keywords: medical education, pharmacology, game-based learning, generative artificial intelligence, active learning
Please cite as:
Elliott C. Technology-enhanced learning in Pharmacology through non-linear storytelling. Rev. Clin. Pharmacol. Pharmacokinet. Int. Ed. 38(Sup2): 11-13 (2024). https://doi.org/10.61873/AGTJ1593