Converting an Entire Course Into a Game by Implementing Gated Pathways

Authors:
Open Access
Publisher website
Google Scholar
Abstract
Background: Games are well recognized for enhancing student engagement, yet most reported game‐based interventions in higher education remain limited to single, one‐time activities. Comprehensive integration of gaming concepts across an entire course is still uncommon, particularly in health professional education. Approach: In this context, a game‐based strategy was embedded into an entire dental hygiene (DH) course using a gated pathway and rewards. In a real game, a gated pathway requires players to complete specific tasks before unlocking the next level. In the learning management system (LMS), the same game‐based concept was applied by restricting students' access to weekly content until they completed reviewing lecture materials and passed a quiz. Successful completion of the quiz unlocked the next week's materials. Quiz games designed in Gimkit were integrated as rewards for students. Evaluation: Student engagement data were collected from the LMS, and exam performance was compared with the previous cohort, where no gated pathway was used. Voluntary, anonymous surveys captured students' perceptions. Eighty‐eight percent of the survey respondents agreed that the gated pathway helped them complete their tasks on time, and 87% found this intervention helpful for their studies. Implications: This study demonstrates the successful integration of game‐based concepts across a full DH course, with positive effects on engagement and performance. Clinical educators can adapt this approach to offer students a better learning experience in a game‐like course.

This publication has 11 references indexed in Scilit: