Will The Use of Game-Based Learning Improve Long-Term Recall in Physician Assistant Education?10.29011/2688-9501.101647
Year: 2025
Type: article
Abstract: This review investigates the efficacy of gamification and game-based learning methods in enhancing long-term knowledge retention within physician assistant education.As technological integration in education rises, these methods, including serious games, virtual reality (VR), and game-based learning, have gained attention for their potential to improve student engagement and retention.A comprehensive review of 14 randomized clinical trials conducted over the past decade was undertaken to evaluate the effectiveness of these pedagogical tools compared to traditional teaching methods.Results from studies on board games, VR, serious games, and game-based learning revealed mixed outcomes.While some studies demonstrated improved student engagement, motivation, and participation, the evidence for improved long-term knowledge retention was less conclusive.For instance, VR-based learning in medical workshops showed increased interest and motivation, though knowledge retention did not significantly surpass traditional methods.Similarly, serious games were noted for their engaging nature but failed to consistently outperform traditional pedagogical strategies in terms of retention.Despite these findings, gamification was generally well-received by students, particularly in smaller groups, although larger groups experienced diminished effectiveness.The review also highlighted the potential drawbacks, including the cost of implementation and the complexity of certain game-based systems.Overall, gamification and game-based learning methods appear to enhance student motivation and engagement; however, current evidence does not conclusively support improvements in long-term knowledge retention.Therefore, further large-scale, standardized studies are necessary to better assess their educational value and cost-effectiveness in physician assistant training
Authors: Claudine Ruzga, Randy Brush, Jessica Bruskoski, Nicole Joy, Jana Stedman, Rami Musleh, Denise Rizzolo
Institutions: Valparaiso University, Walden University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4412853628