Twelve tips for maximizing the effectiveness of game-based learning

Abstract

Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.

Acknowledgements

The authors wish to acknowledge their students and colleagues who have provided useful feedback on the design and implementation of game-based learning at their respective institutions.

Declaration of interest: The authors have no conflicts of interest to declare with regards to this paper.