Sweet Success: Using Candy Land to Explore Gamification in Medical Education
Correspondence should be addressed to Jessica Rachel Baez, MD at jrmerriam@gmail.com
DOI: https://doi.org/10.5070/M5.53816
ABSTRACT:
Audience: This session is intended for learners and educators interested in medical education, including medical students, residents, fellows, and faculty.
Introduction: Gamification is increasingly recognized as an effective strategy to enhance engagement, motivation, and active learning in medical education. Despite its potential, many educators are unsure how to implement gamified strategies effectively. This session demonstrates a practical, interactive approach to applying gamification principles in a collaborative educational setting.
Educational Objectives: By the end of this session, learners will be able to (1) describe key principles of gamification in medical education, (2) identify resources and tools for implementing gamification, (3) actively participate in a gamified educational activity, and (4) design a simple plan to implement gamification in their own teaching, considering benefits and potential challenges.
Educational Methods: The session started with brief didactic lecture on game-based learning and gamification intended to orient participants to the material. Participants then engaged in a Candy Land-inspired, team-based activity. Twenty-five prompts covering aspects of gamification were arranged along a winding pathway drawn with chalk. Teams of 3–4 learners advanced along the path by rolling a large inflatable die and answering questions or discussing scenarios associated with the prompts. Correct answers earned points or allowed teams to advance, while debriefing discussions linked gameplay to the principles and strategies of gamification. Incorrect answers were not penalized. This approach leveraged experiential learning, active learning, and social constructivist principles to support both knowledge acquisition and practical application.
Research Methods: The session was evaluated through direct observation and informal feedback from learners and instructors. Engagement, discussion quality, and participation were used as primary indicators of effectiveness. Modifications and recommendations for future implementation were derived from observed challenges and learner feedback.
Results: Fifteen learners of varied training levels participated. Observations indicated high engagement, lively discussion, and collaborative problem-solving. Feedback was universally positive, with learners reporting increased confidence in understanding gamification principles and motivation to apply these strategies in their own teaching. Several participants subsequently incorporated gamified activities into educational sessions in the following weeks. Key lessons for implementation included ensuring sufficient space, clarifying scoring systems, and preparing materials in advance.
Discussion: This session demonstrates that gamification can effectively engage learners across multiple levels, promote collaborative learning, and provide practical insights into implementation strategies. Learners experienced the mechanics and benefits of gamification firsthand, while also reflecting on challenges and planning for real-world application. The activity highlights how structured games can create a safe and inclusive learning environment, fostering participation from all learners. Future iterations may further optimize space, scoring, and team organization to enhance learning outcomes.
Topics: Gamification in medical education, game-based learning, interactive learning strategies, experiential learning, social constructivism, educational game design, team-based learning, implementation strategies, engagement and motivation, active learning.
