Document Type

Article

Publication Date

10-9-2018

Abstract

Background and purpose: To evaluate student pharmacists’ attitudes and satisfaction toward playing educational virtual games in the classroom.

Educational activity and setting: The study setting was playing virtual games in the classroom setting. First year student pharmacists participated in two Mimycx quests in the Healthcare Communication and the Psychiatry/Neurology courses. Students were randomly assigned into teams and worked together to complete the assigned quest games. Completion of the pre- and post-quest questionnaires via Qualtrics was voluntary.

Findings: A total of 79 student pharmacists played the Mimycx quests. Only 66 students completed both pre- and post-quest questionnaires. Students indicated their familiarity with game concepts related to the virtual environment and avatars used in the study. The change in their attitudes and satisfaction about the Mimycx virtual learning experience was significant between the two learning time points.

Discussion and summary: The use of virtual gaming technology could enhance student pharmacists’ learning and engagement in the classroom. Students benefitted from increased familiarity with virtual, educational gaming concepts in their experiences with Mimycx although no statistically significant differences were found regarding their attitudes toward communication and teamwork.

Comments

NOTICE: this is the author’s version of a work that was accepted for publication in Currents in Pharmacy Teaching and Learning. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Currents in Pharmacy Teaching and Learning in 2018. DOI: 10.1016/j.cptl.2018.09.012

The Creative Commons license below applies only to this version of the article.

Copyright

Elsevier

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Available for download on Wednesday, October 09, 2019

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