In the realm of experiential pharmacy education, a notable gap exists in understanding the efficacy of game-based learning (GBL) and its impact on achieving intended learning outcomes, as well as fostering students' motivation to actively engage with non-traditional pedagogical tools. A prospective quasi-experimental study undertaken at the Lebanese International University sought to address this dearth of information by integrating GBL into the Pharmacy Practice Experience course within the Bachelor of Pharmacy program. Conducted between July and September 2021, the study revealed compelling results. Participants exposed to GBL demonstrated a significantly higher exam average, underscoring the positive association between game-based methodologies and academic success. Additionally, the study introduced an Active Learning Motivation Assessment Scale (ALMAS), which not only exhibited good reliability but also highlighted a strong correlation between students' motivation levels and their performance in GBL. The findings suggest that GBL not only enhances the attainment of learning objectives but also stimulates student motivation, presenting a promising avenue for non-traditional, active learning in pharmacy education.
The Role of Game-Based Learning in Experiential Education, Tool Validation, Motivation Assessment, and Outcomes Evaluation among a Sample of Pharmacy Students
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