Isah Abdulmuminu, Aniefuna Chisom Victoria, Chima Uzochukwu Emmanuel, Onyehalu Jennifer Chinaecherem, Nwachuya Chukwuemeka Augustine, Idabor Chukwuma Charles, Amandi Nancy Chinwe, Umeh Anthony Uche, Ugochukwu Eziwanne Jane, Ubaka Chukwuemeka Micheal
Department of Clinical Pharmacy and Pharmacy Management, University of Nigeria, 410001 Nsukka, Enugu State, Nigeria.
Department of Clinical Pharmacy and Pharmacy Management, University of Nigeria, 410001 Nsukka, Enugu State, Nigeria.
Curr Pharm Teach Learn. 2025 Nov;17(11):102441. doi: 10.1016/j.cptl.2025.102441. Epub 2025 Jul 18.
Gamification involves applying game design elements to non-game contexts. Pharmacy students often encounter overwhelming resources, highlighting the need for innovative strategies to enhance learning.
To assess undergraduate pharmacy students' perceptions of using gamification and advanced technology (AT) as teaching methods at the University of Nigeria Nsukka (UNN).
A one-arm post-interventional survey was conducted, using stratified random sampling to select participants from professional pharmacy classes. The intervention involved a video-based tutorial educating students on gamification and AT, followed by a Google form questionnaire to gather responses. Descriptive statistics summarized the data, while Chi-square and regression analyses identified factors influencing perceptions and outcomes.
A total of 441 students participated (response rate = 72.1 %), with 271 (61.5 %) female participants and 266 (60.3 %) living off-campus. Only 26 (5.9 %) found traditional teaching methods effective, and 197 (44.7 %) reported difficulty understanding course content, with 282 (63.9 %) resorting to cramming. Prior to the intervention, 105 (23.8 %) and 222 (51.4 %) were familiar with gamification and AT concepts, respectively. After the intervention, 244 (55.3 %) agreed that gamification and 258 (58.5 %) advanced technology such as simulated learning to improve learning experiences. Gender (being male) was a predictor of a lower likelihood of achieving positive outcomes from gamification and AT in pharmacy education (OR: 0.394, 95 % CI: 0.230-0.673, p = 0.001).
Overall, pharmacy students had a fair knowledge of gamification and advanced technology, and most believed that these approaches would enhance their learning outcomes, suggesting a strong potential for integrating such methods into pharmacy education.
游戏化涉及将游戏设计元素应用于非游戏情境。药学专业学生经常面对海量资源，这凸显了采用创新策略来加强学习的必要性。
评估尼日利亚恩苏卡大学（UNN）本科药学专业学生对使用游戏化和先进技术（AT）作为教学方法的看法。
开展了一项单臂干预后调查，采用分层随机抽样从药学专业班级中选取参与者。干预措施包括一个基于视频的教程，向学生传授游戏化和先进技术知识，随后通过谷歌表单问卷收集反馈。描述性统计对数据进行了总结，而卡方分析和回归分析确定了影响看法和结果的因素。
共有441名学生参与（回复率 = 72.1%），其中271名（61.5%）为女性参与者，266名（60.3%）住在校外。只有26名（5.9%）学生认为传统教学方法有效，197名（44.7%）学生表示理解课程内容有困难，282名（63.9%）学生依靠死记硬背。在干预之前，分别有105名（23.8%）和222名（51.4%）学生熟悉游戏化和先进技术概念。干预之后，244名（55.3%）学生同意游戏化，258名（58.5%）学生同意先进技术（如模拟学习）能改善学习体验。性别（男性）是在药学教育中从游戏化和先进技术获得积极结果可能性较低的一个预测因素（比值比：0.394，95%置信区间：0.230 - 0.673，p = 0.001）。
总体而言，药学专业学生对游戏化和先进技术有一定了解，且大多数学生认为这些方法会提高他们的学习效果，这表明将此类方法融入药学教育具有很大潜力。
