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Gamification and education: A pragmatic approach with two examples of implementation
- James H. Willig, Jennifer Croker, Lisa McCormick, Meena Nabavi, Jeremey Walker, Nancy P. Wingo, Cathy C. Roche, Carolyn Jones, Katherine E. Hartmann, David Redden
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- Journal:
- Journal of Clinical and Translational Science / Volume 5 / Issue 1 / 2021
- Published online by Cambridge University Press:
- 28 June 2021, e181
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Leveraging elements of game design and theories of human motivation, gamification provides a variety of techniques to engage learners in novel ways. Our Clinical and Translational Science Award created the software platform (Kaizen-Education©) to deliver gamified educational content in 2012. Here, we explore two novel use cases of this platform to provide practical insights for leveraging these methods in educational settings: (1) national training in rigor, reproducibility, and transparency and (2) attainment of learner competency (n = 7) as a gauge of curricular effectiveness across Master of Public Health degree tracks (n = 5). Data were captured in real time during player interaction with Kaizen-Education© to provide descriptive analyses of player engagement in both implementation examples. We then assessed item analysis to assess knowledge gain and competency attainment. We have just begun to leverage the potential for gamification to engage learners, enhance knowledge acquisition, and document completion of training, across various learning environments. We encourage a systematic approach to gamification applying insights from self-determination theory to learners and learning environments, a methodical approach to game design and rigorous analysis after implementation to generate evidence-based insights to maximize educational return for time invested.
Creating and testing a GCP game in an asynchronous course environment: The game and future plans
- Carolynn T. Jones, Penelope Jester, Jennifer A. Croker, Jessica Fritter, Cathy Roche, Brian Wallace, Andrew O. Westfall, David T. Redden, James Willig
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- Journal:
- Journal of Clinical and Translational Science / Volume 4 / Issue 1 / February 2020
- Published online by Cambridge University Press:
- 29 October 2019, pp. 36-42
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Introduction:
The National Institute of Health has mandated good clinical practice (GCP) training for all clinical research investigators and professionals. We developed a GCP game using the Kaizen-Education platform. The GCP Kaizen game was designed to help clinical research professionals immerse themselves into applying International Conference on Harmonization GCP (R2) guidelines in the clinical research setting through case-based questions.
Methods:Students were invited to participate in the GCP Kaizen game as part of their 100% online academic Masters during the Spring 2019 semester. The structure of the game consisted of 75 original multiple choice and 25 repeated questions stemming from fictitious vignettes that were distributed across 10 weeks. Each question presented a teachable rationale after the answers were submitted. At the end of the game, a satisfaction survey was issued to collect player satisfaction data on the game platform, content, experience as well as perceptions of GCP learning and future GCP concept application.
Results:There were 71 total players who participated and answered at least one question. Of those, 53 (75%) answered all 100 questions. The game had a high Cronbach’s alpha, and item analyses provided information on question quality, thus assisting us in future quality edits before re-testing and wider dissemination.
Conclusions:The GCP Kaizen game provides an alternative method for mandated GCP training using principles of gamification. It proved to be a reliable and an effective educational method with high player satisfaction.
2440 Teaching rigor, reproducibility, and transparency using gamification
- James Willig, Jennifer Croker, Brian Wallace, David Dempsey, Brian Wallace, David Redden
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- Journal:
- Journal of Clinical and Translational Science / Volume 2 / Issue S1 / June 2018
- Published online by Cambridge University Press:
- 21 November 2018, p. 61
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OBJECTIVES/SPECIFIC AIMS: The objectives for the Rigor, Reproducibility, and Transparency course within KAIZEN-Edu was to provide a platform that allows essential training, in a novel and customizable approach, for a large number of students across the multiple institutions within the UAB CCTS Partner Network. Successful implementation across this geographically diverse of partner institutions would serve as proof of concept to future dissemination across the CTSA consortium. METHODS/STUDY POPULATION: We used the “build a game” tools within Kaizen-Edu to design the “Rigor and Reproducibility Game.” The games consisted of four modules, with 20 questions designed to test participant knowledge, and edify learners on particular concepts through a multimedia approach (embedded video, text, and hyperlinks to articles) with content provided as questions released over 4 weeks. Researchers from across the UAB CCTS Partner Network developed comprehensive modules for (1) How Scientists Fool Themselves/Scientific Premise, (2) Authentication of Chemical and Biologic Resources and Sex and Other Biologic Variables, (3) Statistical Rigor, and (4) Comprehensive Review. A typical week began with review articles (1–2) sent to each participant. The participants are informed that 5 questions will be released midweek testing the key concepts from the papers. When ready, the participant logs into Kaizen-Edu and starts to answer questions/play the game. Immediately, the articles are opened for reference, followed by a brief 4–5 minute video which reinforces key concepts and then timed questions begin. A typical question is allowed 3 minutes (visible countdown clock). Accurate responses result in the addition of points, with double points awarded for correct answers within the questions time limit. No points are awarded for incorrect answers. After each question, a detailed explanation reviews and reinforces the key concepts. Each participants’ points contribute to both their individual score and team scores, which influences their position on the Rigor and Reproducibility game leaderboard. RESULTS/ANTICIPATED RESULTS: Within 2017, the Rigor Reproducibility, and Transparency course was conducted 5 times. A total of 126 researchers across 9 institutions were enrolled. A total of 87 enrollees completed the full course, with 80% passing (answering ≥75% of questions correctly) on their first attempt and an additional 20% passing on a second attempt. The distribution of completers across the CCTS Network was UAB=48, Auburn=13, Pennington=10, University of Alabama=5, Hudson Alpha=5, Tulane=4, University of South Alabama=1, LSU=2, and Southern Research=1. Researchers throughout at Partner Institutions represent 46% of the total population trained. DISCUSSION/SIGNIFICANCE OF IMPACT: This software based, gamification-enhanced course was broadly accepted with each session fully enrolled, and learners spread almost evenly between our institution and various Partner Network sites. Our pilot proved that gamification was an effective technique to engage users and produced a high pass rate, suggesting that the content both engaged learners and was effectively internalized. Educational interventions, imbued with principles of gamification provide educators powerful tools that use competition and/or collaboration to disseminate knowledge, engage learners with content, and save educator time as created game content can be reused in additional educational sessions. Analyses of the data trail provided by users engaging with such electronic learning tools will provide educators will insights on how to maximize learning, opening the door to an era of educational analytics.