Bracketology in Pharmacy Education: The Impact of March Medication Madness on Student Engagement and Knowledge.

Description of the Problem. Gamification is used in pharmacy education as an innovative learning strategy to engage learners with educational content. The March Medication Madness activity used bracketology, a type of gamification not previously described in pharmacy education literature, to increase student engagement and knowledge of key disease states. The Innovation. The activity was developed for use in a capstone course during the final semester of the didactic pharmacy curriculum. Students created medication-related pearls that were placed in a tournament-style bracket. Students then completed brackets to predict the winning pearls and voted biweekly to determine the most clinically significant pearl. Student knowledge was assessed pre- and post-activity along with a post-activity perception assessment. Critical Analysis. Of the 52 student participant responses, most agreed or strongly agreed that the activity increased understanding and stimulated interest in course material, while adding a fun element to the course. There was a statistically significant increase (P = .002) in the average percentage of multiple-choice questions students answered correctly from the pre-test (57.7% ± 1.5%) to the posttest (63.1% ± 1.9%). Pearls that received the most votes were no more likely to be associated with an increase in knowledge than pearls receiving fewer votes. Next Steps. Implementation of a bracketology activity was perceived by students as fun, engaging, and beneficial in understanding course material. However, increase in knowledge was limited. This shows the importance of structuring gamification in a way that provides educational value and underscores the need to modify the activity to promote student learning.

Gamified Mobile App (MobERAS) for Telemonitoring Patients in the Postoperative Period Based on the Enhanced Recovery after Surgery Program: Development and Validation Study.

BACKGROUND: Digital technology and gamified apps can be useful in the health care context. Gamification uses technology to influence users' actions and motivations through experiences that resemble games. Patient adherence to the enhanced recovery after surgery (ERAS) program is crucial for achieving early recovery after surgery and continuous monitoring is essential for obtaining good results. OBJECTIVE: This study aimed to describe the development and validation of a mobile app for enhanced recovery after surgery (MobERAS), a gamified mobile health app for telemonitoring patients in the postoperative period based on the ERAS program, and to evaluate its functionality and usability and the experience of patients, health care professionals, and computer professionals with its use. METHODS: We developed MobERAS for postoperative telemonitoring, with active participation of patients in the process, and offering availability of real-time information for the health team. The app development process included idealization, interdisciplinary team formation, potential needs assessment, and product deployment. Usability tests were conducted throughout the development process with improvements, technical adjustments, and updates. After finalization, comprehensive verification tests were performed. The parameters evaluated are those that can influence the length of hospital stay, such as nausea, vomiting, pain scales, return to normal gastrointestinal function, and thromboembolic events. MobERAS was designed to be downloaded by users on their phones, tablets, or other mobile devices and to provide postoperative data. The app has a GPS that monitors the patient's walking time and distance and is connected to a virtual database that stores the collected data. RESULTS: Women undergoing medium and major gynecologic oncologic surgeries were included. We included 65 patients with an average age of 53.2 (SD 7.4, range 18-85) years. The time of use ranged from 23.4 to 70 hours (mean 45.1, SD 19.2 hours). Regarding adherence to the use of MobERAS, the mean fill rate was 56.3% (SD 12.1%, range 41.7%-100%), and ambulation data were obtained for 60 (92.3%) of the 65 patients. The researcher had access to the data filled out by the patients in real time. There was good acceptance of the use of MobERAS by the patients, with good evaluation of the app's usability. MobERAS was easy to use and considered attractive because of its gamified design. The app was rated as good or very good in all items by health care professionals (n=20) and professionals specializing in technological innovation (n=10). CONCLUSIONS: MobERAS is easy to use, safe, well accepted by patients, and well evaluated by experts. It can be of great use in clinical surgical practice and an important tool for greater engagement of patients and health care professionals with the ERAS program.

[Learn playfully, operate seriously : The new era of surgical training]. / Spielerisch lernen, ernsthaft operieren : Die neue Ära der chirurgischen Ausbildung.

BACKGROUND: Traditional surgical training and further education has historically involved long working hours and hands-on experience within the framework of a teacher-apprentice relationship; however, changes in regulatory policy in the USA and subsequently in Switzerland and the European Union from 2003, led to restrictions in the working hours of medical residents. As a result the traditional method of surgical training "see one, do one, teach one" has come under scrutiny, prompting a search for alternative training methods beyond the confines of the operating theater. OBJECTIVE: This publication highlights the possibilities and limitations associated with the use of virtual reality (VR) and gamification in surgical training and further education. It examines the ability of these technological resources to enhance the effectiveness and engagement of medical residents and the feasibility of incorporating them into the surgical training curriculum. MATERIAL AND METHODS: The study was based on a literature search for current developments in surgical training, VR and gamification. Furthermore, various studies and projects that investigated the use of VR and gamification in medical training and further education were analyzed. RESULTS AND DISCUSSION: In this investigation it could be shown that the use of VR reduces the perioperative risks and improves the training environment and learning. The use of gamification also increases the motivation and engagement of the medical residents. As a result the quality of medical education can be improved by the fusion of VR and gamification.

Effect of using gamification and augmented reality in mechanical ventilation unit of critical care nursing on nurse students' knowledge, motivation, and self-efficacy: A randomized controlled trial.

BACKGROUND: Gamification and augmented reality (AR) are innovative teaching modalities. Research on the effects of combining these two strategies in nursing education is scarce. OBJECTIVES: To examine the effect of the combined use of gamification and AR in teaching mechanical ventilation (MV) on nurse students' knowledge, motivation, self-efficacy, and satisfaction. DESIGN: Randomized controlled trial. SETTING: A conveniently selected faculty of nursing in Egypt. PARTICIPANTS: A total of 410 nurse students. METHODS: Participants were randomly assigned to the intervention or control group (205 in each). Kahoot games and AR were used in the intervention group, whereas a traditional lecture was applied in the control group. The outcomes included levels of students' knowledge, learning motivation, self-efficacy, and satisfaction. RESULTS: Mixed design repeated-measures ANOVA test revealed a statistically significant difference in knowledge test scores within-subject over time (p-value [effect size]: <0.001 [0.515]), between-subject due to the main effect of interventions (<0.001 [0.146]), and within-between interaction effect of group and time (<0.001 [0.515]). After using Kahoot and AR, the total mean self-efficacy score was significantly higher in the intervention group than in the control group (<0.001 [0.662]). The total median motivation score was significantly higher for the Kahoot and the AR groups compared with the traditional lecture (<0.001 [0.558]). CONCLUSION: Kahoot games and AR significantly increased nurse students' knowledge, motivation, and self-efficacy compared with traditional MV learning classes. Nursing educators need to incorporate Kahoot and AR in their pedagogies to enhance nurse students' satisfaction and development.

Adapting Gamification Strategies According to Targeted Health Behavior Change: Findings from a Focus Group.

In healthcare, improving lifestyle behaviors like medication adherence remains challenging, with an impact on treatment success and patient outcomes. Mobile health (mHealth) applications offer promising solutions by leveraging smartphone ubiquity and digital accessibility. However, sustaining user engagement and behavior change presents obstacles. This study explores the specificities of gamification-integrating game-like elements into non-game contexts-to improve mHealth applications for 3 health behaviors. During a focus group, 15 participants discussed the potential of 17 gamification strategies to improve medication adherence, physical activity, and diet within mHealth applications. Individual choices varied widely, with preferences influenced by targeted behaviors. Physical activity focused on self-monitoring and challenges, while dieting emphasized cooperation. Simulation models were particularly intriguing, projecting long-term benefits of behavior changes. Future research should explore personalized design options and consider individual characteristics. Iterative design cycles with end-users are crucial for refining concepts and sustaining user engagement. Overall, gamification presents an innovative avenue for empowering patients and transforming healthcare delivery.

Serious Games in Orofacial Myofunctional Disorder Therapy for Children: An Expert Survey.

Orofacial Myofunctional Disorder (OMD) is believed to affect approximately 30-50% of all children. The various causes of OMD often revolve around an incorrect resting position of the tongue and cause symptoms such as difficulty in speech and swallowing. While these symptoms can persist and lead to jaw deformities, such as overjet and open bite, manual therapy has been shown to be effective, especially in children. However, much of the therapy must be done as home exercises by children without the supervision of a therapist. Since these exercises are often not perceived as exciting by the children, half-hearted performance or complete omission of the exercises is common, rendering the therapy less effective or completely useless. To overcome this limitation, we implemented the LudusMyo platform, a serious game platform for OMD therapy. While children are the main target group, the acceptance (and usability) assessment by experts is the first milestone for the successful implementation of an mHealth application for therapy. For this reason, we conducted an expert survey among OMD therapists to gather their input on the LudusMyo prototype. The results of this expert survey are reported in this manuscript.

The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial.

Background: In recent years, the integration of technology in education has revolutionized traditional learning paradigms. Digital literacy, a crucial skill in the 21st century, has become a vital aspect of modern education, enabling students to navigate, critically assess, and effectively use digital tools. As educators strive to boost engagement and learning outcomes, gamification has appeared as an auspicious pedagogical approach. By applying game mechanics to nongame contexts, gamification seeks to create a more immersive and digital learning experience. Objective: This research paper aims to investigate the impact and acceptance of gamification by learners in a digital literacy course at the undergraduate level. Methods: In a pre-post intervention study, 168 undergraduate students were randomly assigned either to the experimental group (gamification based) or control group (conventional) learning condition. Both groups of participants learned the same topics in digital literacy. Results: Empirical findings showed that participants from the experimental group had better academic performance in digital literacy than those who were not exposed to the game-based learning environment. The participants' prior experience with gamification was not found to be a significant predictor of their acceptance of gamification in a digital literacy course. Conclusions: The study provides evidence supporting the potential benefits of gamification in enhancing digital literacy education and opens the door for further exploration and implementation of gamified learning approaches in higher education settings.

Investigating the Effect of Online Gamification on Electrocardiogram Interpretation and Self-Directed Learning in Nursing Students.

Introduction: Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient's life. Therefore, this study aimed to investigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students. Methods: The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group received Electrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test). Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16. Results: The mean and standard deviation of the participants' age was 21.35 ± 1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003). Conclusion: Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.

Design and Effect of Neurosurgical Educational Software Using Gamification on Students' Learning and Motivation.

Introduction: Gamification is an innovative learning approach that, when combined with technology, aligns well with students' preferences. Recognizing the necessity of employing effective educational methods in surgical team training, this study aims to examine the impact of gamification-based educational software on students' learning and motivation in the surgical technology field. Methods: This study was conducted as a quasi-experimental single-group pre-and post-test design in Iran in 2023. The study sample comprised 40 undergraduate students majoring in surgical technology, selected through a census method. The educational software is designed according to the nine principles of the model of Karl Kapp and Sharon Buller, using the mechanics, dynamics and aesthetics (MDA) framework. After implementation, the software's impact on students' learning and motivation was assessed. The students' learning levels before and after using the educational software were evaluated using a multiple-choice test. To measure students' motivation, a researcher-developed questionnaire was utilized.  The Shapiro-Wilk test was used to check the normality of the distribution of the studied variables. Through SPSS version 26, descriptive statistics such as frequency, percentage, mean, and standard deviation were analyzed along with inferential statistics, including paired t-tests. Results: Among the participants, 55% were female, and the sample had a mean age of 22.30±0.99 years. A significant difference was observed between the mean learning scores before and after using the educational software (10.43±4.38 vs. 21±4.11, p < 0.001). The motivation level of the students showed a significant increase. Conclusion: Based on the results of this study, gamification-based software has led to improved learning and increased motivation among students in surgical technology.

Serious digital games for diabetes Mellitus: A scoping review of its current State, Accessibility, and functionality for patients and healthcare providers.

The global rise in diabetes prevalence poses a significant challenge to healthcare providers, stimulating interest in digital interventions such as educational games. However, the impact and availability of research-developed diabetes games remain uncertain. This scoping review aimed to provide a comprehensive overview of serious games for diabetes, encompassing their availability, characteristics and health effects. Through an electronic search in multiple databases, a total of 21 articles addressing 23 games were included in the literature review. The majority of these games were inaccessible outside of research settings, despite demonstrating positive effects on various aspects of diabetes management, including knowledge, physical activity, self-management, mental well-being, and HbA1c levels. Most games were designed for mobile phones, targeting both children and adults. A subsequent app store search revealed 13 additional diabetes games, however nearly none (7.7%) of these underwent research scrutiny, leaving their expected effects uncertain. The disparity between evidence-based games and those available in app stores underscores the need for bridging this gap to ensure the availability of effective digital games for diabetes management worldwide.

Evaluation of the impact of an online video game as an educational intervention on sexual health and the prevention, diagnosis, and treatment of sexually transmitted infection: A randomized controlled trial protocol.

BACKGROUND: The incidence of sexually transmitted infections (STIs) is increasing, especially among young people. Tools are needed to increase knowledge about sex education and STI prevention and treatment. Gamification can be a good training tool for both young people and health professionals. The primary objective of this study is to assess the impact of a training intervention on STI prevention, detection, and treatment in primary care professionals. METHODS/DESIGN: Multicentre cluster randomized controlled trial. Groups of primary care professionals will receive an intervention (online video game on sex education and STIs [SEXIT]) and will be compared with control groups that will not receive the intervention. Group assignments will be randomized by clusters. The study will consist of a pre-post evaluation of the intervention: a knowledge test will be administered before and after the intervention and 3 months after the intervention. This test will also be carried out on the same time sequence in the control groups. The impact of the training intervention will be assessed over a 6-month period, focusing on various variables associated with the clinical management of STIs. This evaluation entails the clinical records of diagnostic tests and antibiotic prescriptions related to the clinical approach to STIs. The required sample size is 262 (131 per group). DISCUSSION: Compared with those in the control group, improvements in knowledge and clinical behavioural outcomes after the intervention are expected for participants in the intervention groups. We plan to develop an educational video game to increase the knowledge about sexuality, STIs and violence. Protocol registered at ISRCTN with reference number ISRCTN17783607.

The Impact of a Gamified Intervention on Daily Steps in Real-Life Conditions: Retrospective Analysis of 4800 Individuals.

BACKGROUND: Digital interventions integrating gamification features hold promise to promote daily steps. However, results regarding the effectiveness of this type of intervention are heterogeneous and not yet confirmed in real-life contexts. OBJECTIVE: This study aims to examine the effectiveness of a gamified intervention and its potential moderators in a large sample using real-world data. Specifically, we tested (1) whether a gamified intervention enhanced daily steps during the intervention and follow-up periods compared to baseline, (2) whether this enhancement was higher in participants in the intervention than in nonparticipants, and (3) what participant characteristics or intervention parameters moderated the effect of the program. METHODS: Data from 4819 individuals who registered for a mobile health Kiplin program between 2019 and 2022 were retrospectively analyzed. In this intervention, participants could take part in one or several games in which their daily step count was tracked, allowing individuals to play with their overall activity. Nonparticipants were people who registered for the program but did not take part in the intervention and were considered as a control group. Daily step counts were measured via accelerometers embedded in either commercial wearables or smartphones of the participants. Exposure to the intervention, the intervention content, and participants' characteristics were included in multilevel models to test the study objectives. RESULTS: Participants in the intervention group demonstrated a significantly greater increase in mean daily steps from baseline than nonparticipants (P<.001). However, intervention effectiveness depended on participants' initial physical activity. The daily steps of participants with <7500 baseline daily steps significantly improved from baseline both during the Kiplin intervention (+3291 daily steps) and the follow-up period (+945 daily steps), whereas participants with a higher baseline had no improvement or significant decreases in daily steps after the intervention. Age (P<.001) and exposure (P<.001) positively moderated the intervention effect. CONCLUSIONS: In real-world settings and among a large sample, the Kiplin intervention was significantly effective in increasing the daily steps of participants from baseline during intervention and follow-up periods compared to nonparticipants. Interestingly, responses to the intervention differed based on participants' initial steps, with the existence of a plateau effect. Drawing on the insights of self-determination theory, we can assume that the effect of gamification could depend of the initial motivation and activity of participants.

Perceived Barriers and Facilitators Regarding the Implementation of Gamification to Promote Physical Activity in the Neighborhood: Interview Study Among Intermediaries.

BACKGROUND: In the Netherlands, neighborhood sport coaches (NSCs) play an important role as intermediaries in promoting physical activity (PA) in the neighborhood. Gamification is the use of game elements in nongame contexts; it can be implemented with or without technology and holds promise for promoting PA. NSCs infrequently make use of this option. OBJECTIVE: This study aims to understand barriers to, and facilitators of, using gamification to promote PA, as perceived by NSCs. METHODS: A total of 25 semistructured interviews were conducted with NSCs in the Netherlands. The interviews were audiotaped, transcribed, and analyzed by means of thematic analysis using ATLAS.ti (version 22; ATLAS.ti Scientific Software Development GmbH) software. The deductive coding was informed by the capability, opportunity, motivation, behavior model and the theoretical domains framework, complemented by inductive coding. RESULTS: Barriers and facilitators identified as factors influencing the implementation of gamification were related to 7 themes. NSCs required technical, creative, and promotion skills; knowledge about existing gamification tools; and social support from their employer and professional network. Financial costs were identified as a barrier to the successful implementation of gamification. Lack of clarity regarding stakeholders' responsibility to implement gamification could further hamper implementation. In general, NSCs were positive about investing time in implementing gamification and expected positive effects from implementing it. CONCLUSIONS: To overcome identified barriers, a clear overview of tools, best practices, and available subsidies must be created, a gamification network must be established, the responsibility of NSCs must be clarified, and guidance must be offered on the promotion of gamification.

Evaluation of the gamified application KIJANI to promote physical activity in children and adolescents: A multimethod study.

Objective: Digital approaches have the potential to make activity promotion attractive and age-appropriate for children and adolescents. KIJANI is a mobile application aiming to increase physical activity (PA) in youth via gamification and augmented reality. This study investigates the user experience with KIJANI through a multimethod approach. Approaches: KIJANI is based on the concept that virtual coins can be earned through PA, for example, in the form of collected step counts. With these coins, blocks can be bought, which can be used to create virtual buildings and landscapes and integrate these into the player's real-world environment via augmented reality. To evaluate the user experience, participants played KIJANI in groups of three for 25 min. Afterwards KIJANI was evaluated qualitatively with one-on-one semi-structured interviews as well as quantitatively with standardized questionnaires. Results: Overall, 22 participants (12.6 ± 1.7 years, 6 girls) were included in the study. The overall game concept and realization were well received by the target group. Study participants did have various and creative ideas for the further development of KIJANI. The majority (n = 16) thought that using KIJANI would increase their PA level. User experience based on the UEQ scale was (mean ± SD): attractiveness (1.78 ± 1.82), perspicuity (2.15 ± 0.680), efficiency (0.67 ± 1.25), dependability, (1.21 ± 0.93), stimulation (1.24 ± 1.78), and novelty (1.27 ± 1.34). Conclusion: With these insights, a further step has been taken in the participatory development of KIJANI. Apps like KIJANI appear to be suitable for PA promotion in children and adolescents.

Enhancing student engagement with introductory microbiology and immunology topics using a novel board game.

In introductory microbiology courses for non-biology majors, it can be difficult to ensure that students gain a functional understanding of the interplay between the host immune system and an invading infectious agent. Immune Battle is a board game that allows students to explore pathogen evolution and the immune system's response to incursions in a captivating way, leveraging battleship and worker placement styles of gameplay. Students play in teams as either a pathogenic microbe attempting to reproduce and transmit itself to new hosts or as the immune system trying to defend the host from infection. Immune Battle seeks to mimic real-world interactions between immune cells and microbes using board game mechanics. For example, students will quickly find that adaptive immune system actions are better at fighting off microbial incursions than innate immune actions but require more time to activate. In this way, Immune Battle reinforces student's understanding of the immune system and pathogenic virulence in an exciting and interactive way that keeps them thinking about host defenses long after the end of the class period or exam. This board game is well suited for advanced high school courses and introductory college-level courses that have only limited time to cover the immune system and microbiology. Documents containing the necessary components of the board game (not including a six-sided die) are included in the supplemental materials, so educators can print out their own copies and use this board game in their classes with no cost to themselves or their students.

[Digital technologies and strategies in amputation medicine]. / Digitale Technologien und Strategien in der Amputationsmedizin.

Surgical techniques in amputation medicine did not change for a long time, while prosthesis technology underwent rapid development. The focus shifted to optimising the residual limb for prostheses use. At the same time, digital technologies such as gamification, virtual and mixed reality revolutionised rehabilitation. The use of gamification elements increases motivation and adherence to therapy, while immersive technologies enable realistic and interactive therapy experiences. This is particularly useful in the context of controlling modern prostheses and treating phantom pain. In addition, digital applications contribute to optimised documentation of symptoms and therapy successes. Overall, these technologies open up new, effective and personalised therapeutic approaches that can significantly improve the quality of life of amputation patients.

Feasibility and acceptability of a serious game to study the effects of environmental distractors on emergency room nurse triage accuracy: A pilot study.

BACKGROUND: Emergency triage, which involves complex decision-making under stress and time constraints, may suffer from inaccuracies due to workplace distractions. A serious game was developed to simulate the triage process and environment. A pilot study was undertaken to collect preliminary data on the effects of distractors on emergency nurse triage accuracy. METHOD: A 2 × 2 factorial randomized controlled trial (RCT) was designed for the study. A sample of 70 emergency room nurses was randomly assigned to three experimental groups exposed to different distractors (noise, task interruptions, and both) and one control group. Nurses had two hours to complete a series of 20 clinical vignettes, in which they had to establish a chief complaint and assign an emergency level. RESULTS: Fifty-five nurses completed approximately 15 vignettes each during the allotted time. No intergroup differences emerged in terms of triage performance. Nurses had a very favorable appreciation of the serious game focusing on triage. CONCLUSION: The results show that both the structure of our study and the serious game can be used to carry out a future RCT on a larger scale. The lack of a distractor effect raises questions about the frequency and intensity required to find a significant impact on triage performance.

"CARBGAME" (CARd & Board GAmes in Medical Education) as an innovative gamification tool for learning clinical enzymology in biochemistry for first year medical students.

Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. Clinical enzymology in biochemistry is one of the core topics in the medical curriculum. However, students face challenges in comprehension and retention of information. Hence, CARd & Board GAmes in Medical Education (CARBGAME) was introduced and evaluated for its effectiveness in enhancing learning, application, and retention of knowledge in clinical enzymology via gamification context. This mixed-method study involved 150 first-year undergraduate medical students. Before the game, students completed a pre-test in clinical enzymology. Later they were divided into 25 small groups to compete in the board game designed for enzymology in biochemistry. The students took turns throwing the dice and answering the questions on the game board to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the board game, the students took up the post-test to compare the educational impact of the innovation. Also, the subsequent internal assessment scores were compared with previous batch who were not implemented with this intervention. Then students evaluated the effectiveness of CARBGAME-Clinical Enzymology using a 32-item questionnaire on 5-point Likert scale. The feedback obtained on a 10-point rating scale and for qualitative analysis, students' and faculty perceptions were recorded in small groups. CARBGAME received overwhelmingly positive feedback from both students and faculty. It was perceived well by students for being fun, relevant, consistent, motivating, collaborative, and promoting experiential learning. The game's low-stakes approach, effective feedback, and sense of accomplishment were highly appreciated, making it a valuable tool for education. A significant improvement in knowledge was recorded, from a mean score of 8.37 ± 1.126 on a 20-point scoring scale before the game to 16.53 ± 1.219 after with a p-value of 0.0001. The comparison of the internal assessment scores between the intervention and non-intervention group of students also showed a significant improvement among those implemented with CARBGAME (p < 0.0001). The CARBGAME innovation has achieved the intended outcome of promoting active learning and enhanced performance in clinical enzymology. Highly positive responses from faculty and students also indicate the exigent need to introduce innovative components like games into curricula to achieve student engagement and promote a meaningful learning experience.

Effectiveness of Gamification Intervention Platform on the Work Stress of Shift-Work Nurses in the Post-Pandemic Era.

In the post-pandemic era, the work pressure, trauma, anxiety, and burnout of shift nursing staff has continued to rise in all levels. By introducing Healing Games, turning interactions into game-like situations and using mindfulness as a framework, this will allow the nursing staff to realize their self-healing and help reduce stress.Through the establishment of this healing & stress-relieving game for nursing (HSR game-N) will also have a positive self-control effect on the negative emotions of work pressure. The application of such technology used by shift nurses can help negate and decrease the work pressure of shift nurses.