Review of Clinical Pharmacology and Pharmacokinetics – International Edition 38(s2): 11-13, doi: 10.61873/AGTJ1593
Technology-enhanced learning in Pharmacology through non-linear storytelling
Christina Elliott‡‡ School of Biomedical, Nutritional and Sport Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle-upon-Tyne, England, United Kingdom
© Christina Elliott. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Citation:
Elliott C (2024) Technology-enhanced learning in Pharmacology through non-linear storytelling. Review of Clinical Pharmacology and Pharmacokinetics – International Edition 38(s2): 11-13. 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