Learning through fun: board games cafes for undergraduate nursing students.

This article discusses the development, implementation and evaluation of clinical board games cafes in an undergraduate nurse education programme. Drawing on previous relevant literature about gaming approaches in education, the benefits and impact on student learning is presented. Thematic analysis of student feedback suggests that participation provided an opportunity to safely practise clinical scenarios and imbed concepts, as well as time to socialise to build support networks. Students also reported gaining confidence for their upcoming clinical placements. The benefits of a social opportunity timetabled during course teaching time was welcomed by students with commitments outside of the programme. The light-hearted cafe style environment can deliver a positive student experience and complement traditional teaching methods. Suggestions for future development include interdisciplinary sessions, development of games more specific to the mental health field and enabling students to get games out of the library for self-directed learning. Further evaluation of the impact of longer term learning through games is required.

Fostering early numerical competencies by playing conventional board games.

Recent evidence indicates that playing numerical board games is beneficial for the numerical development of preschoolers. However, board games used in these studies were often specifically developed for training numerical skills. Therefore, we examined whether similar beneficial effects could be observed for playing conventional board games such as Parcheesi. In an intervention study with seven 30-min training sessions over a period of 4 weeks, we observed that 4- to 6-year-old children (Mage = 4 years 11 months) who played conventional board games with traditional number dice (with dot faces numbered from one to six) benefitted more from the board games than children who played board games with color or non-numerical symbol dice. Pretest-posttest comparisons indicated differential effects on counting skills and the ability to recognize and use structures. Beyond these immediate training effects observed in posttest, the differential beneficial effects of playing board games using traditional dot dice on recognizing and using structures was still present in a follow-up test 1 year after the intervention. Thus, playing conventional board games using traditional number dice seems to be an effective low-threshold intervention to foster early numerical competencies.

The behavioral effects of cooperative and competitive board games in preschoolers.

Traditional board games are a common social activity for many children, but little is known about the behavioral effects of this type of game. The current study aims to explore the behavioral effects of cooperative and competitive board games in four-to-six-year-old children (N = 65). Repeatedly during 6 weeks, children in groups of four played either cooperative or competitive board games in a between-subject design, and shortly after each game conducted a task in which children's cooperative, prosocial, competitive, and antisocial behavior were observed. The type of board game did not have an effect on cooperative, prosocial or antisocial behavior. Cooperative and competitive board games elicited equal amounts of cooperative and prosocial behavior, which suggest that board games, regardless of type, could have positive effects on preschoolers' social behavior. Our results suggest that children may compete more after playing competitive board games; but the measure of competitive behavior in particular was unreliable. Preschoolers enjoyed playing cooperative board games more than competitive board games, which may be one reason to prefer their use.

GoDental! Enhancing flipped classroom experience with game-based learning.

AIM: To investigate the use of game-based learning (GBL) to enhance students' experience of the flipped classroom (FC) in dental education. MATERIALS AND METHODS: Students participated in three sessions organised as FC, implemented either as conventional FC or FC augmented with the GoDental! game. In the pre-class phase, sessions 1 and 2 were organised as instructor-made video lectures, plus a questionnaire. These activities were supplemented with the individual development of questions and answers for the game in session 3. In the in-class phase, group and plenary discussions were used during sessions 1 and 2 and were replaced by game activities in session 3. Perceptions of session 3 compared to that of sessions 1 and 2 were explored via a questionnaire with both open-ended and Likert-scale items. RESULTS: Most students (29, 97%) perceived the FC session augmented with the GoDental! game as enjoyable. The game augmented session was perceived as more enjoyable compared to the conventional FC sessions. Students agreed that GBL augmented FC compared to conventional FC increased engagement (25, 83%), motivation (24, 83%), their integration in the social environment (23, 77%) and concentration (22, 73%), helped them learn more about the topic (24, 80%) and was a good learning method (25, 83%). There was a positive correlation between the degree of enjoyment and concentration and the feeling that the game helped them learn more about the topic. CONCLUSION: Game-based learning augmented FC proved to enhance students' experience, resulting in increased enjoyment compared to the conventional FC setup. Future studies should explore whether the use of GBL in FC has the potential to increase examination performance.

`Whose Shoes?` Can an educational board game engage Ugandan men in pregnancy and childbirth?

BACKGROUND: Men can play a significant role in reducing maternal morbidity and mortality in low-income countries. Maternal health programmes are increasingly looking for innovative interventions to engage men to help improve health outcomes for pregnant women. Educational board games offer a unique approach to present health information where learning is reinforced through group discussions supporting peer-to-peer interactions. METHODS: A qualitative study with men from Uganda currently living in the UK on their views of an educational board game. Men were purposively sampled to play a board game and participate in a focus group discussion. The pilot study explored perceptions on whether a board game was relevant as a health promotional tool in maternal health prior to implementation in Uganda. RESULTS: The results of the pilot study were promising; participants reported the use of visual aids and messages were easy to understand and enhanced change in perspective. Men in this study were receptive on the use of board games as a health promotional tool and recommended its use in rural Uganda. CONCLUSIONS: This study provides preliminary data on the relevancy and efficacy of using board games in maternal health. Key messages from the focus group appeared to be that the board game is more than acceptable to fathers and that it needs to be adapted to the local context to make it suitable for men in rural Uganda.

"GiochiAMO": a school-based smoking and alcohol prevention program for children - a pilot randomized field trial. Part 2.

BACKGROUND: Young people who begin to smoke at an early age are at a higher risk of becoming occasional or regular smokers and establishing a premature dependence. It is fundamental to act as soon as possible, from very early childhood, to prevent harmful behaviors for health such as smoking and drinking alcohol. Young people must be encouraged to adopt healthy lifestyles. OBJECTIVES: The aim of the study is two-fold. First, increasing the knowledge about the negative health effects of cigarette smoking and alcohol consumption among children aged 9-10 years; and second, to introduce and reinforce life skills in order to learn how to tackle social influences that encourage children to smoke and to drink alcohol. METHODS: A pilot randomized field trial was conducted in May-June 2017. Four primary school classes in Rome were randomized to either the intervention or the control group. Both groups participated in an oral presentation about the risks and consequences of smoking and alcohol consumption, and the concept of life skills. The intervention group participated in two gaming sessions, each lasting 1.5 hours. Children were involved in six games aiming to deliver and reinforce knowledge about the target themes of the study. A 21 multi-response questions questionnaire was handed out to both groups at the beginning and at the end of the study. Eleven questions were about smoking; five questions about alcohol; five questions about life skills. Each question item included one correct answer. For each domain, a score was computed (total; smoking; alcohol; life skills). RESULTS: 67 children participated in the study (34 in the intervention and 33 in the control group). Univariate analyses showed significant differences among the intervention group before and after the intervention for total score (p<0.001), smoke score (p<0.001), and life skills score (p=0.003). No significant differences among the intervention group before and after the intervention were reported for alcohol score (p=0.076). Regarding the control group univariate analysis showed significant differences in total score (p=0,001) and life skills score (p=0.005). Multivariate analysis revealed that enrollment in the intervention was the only variable that had a significant positive influence on smoking knowledge score (beta=1.070, p=0.05). CONCLUSION: This pilot study shows that the intervention was effective among the intervention group for all the scores: total score, smoke score and life skills score, but ineffective for alcohol. Overall, the combination of a presentation and games was effective in increasing life skills knowledge.

Game Changer: Exploring the Role of Board Games in the Lives of Autistic People.

This mixed methods paper reports findings from three studies examining the overlap between autism and hobbyist board gaming. The first was a quantitative survey of over 1600 board gamers, showing that autistic individuals are overrepresented in this hobby compared to the general population and that autistic traits measured by the AQ are significantly elevated amongst board gamers. Study 1 also assessed gamers' motivations and preferences and reported key differences as well as similarities between autistic and non-autistic gamers. The second was a qualitative study that reported the results of 13 interviews with autistic individuals who are hobbyist board gamers. Using Interpretive Phenomenological Analysis (IPA), four key themes were uncovered, including a preference for systemising, escapism and passions, the social lubrication effect of games and difficulties with deception. In the third, 28 autistic individuals were introduced to board games in groups of 5-10 over an afternoon. Subsequent focus groups were then analysed using IPA. This analysis uncovered themes around how board games are challenging but encouraged growth and how they were an alternative vehicle for forging social relationships. Through this paper, we discuss how and why board games may be a popular hobby amongst the autistic population, and its potential utility for improving autistic wellbeing.

Using "board games" to improve the effectiveness of extracorporeal membrane oxygenation care for nurses in intensive care unit.

AIM: The purpose of this study was to evaluate the effectiveness of ECMO care board games facilitated teaching approach (ECMO care board games) in enhancing ECMO care knowledge, clinical reasoning and learning engagement among intensive care unit (ICU) nurses. BACKGROUND: ECMO is a highly complex, relatively low-incidence, high-risk clinical life support device system used in the intensive care unit (ICU). Its usage has increased nearly tenfold over the past 30 years. Traditionally, ECMO education has been delivered through classroom teaching, which has demonstrated limited effectiveness in promoting nurses' learning engagement, clinical reasoning competency and confidence. The literature suggests that well-designed board games can enhance learning engagement, stimulate higher-level thinking and improve the effectiveness and confidence of nurses' learning. DESIGN: A quasi-experimental study two-group repeated measure design. METHODS: A purposive sample of 73 ICU nurses from two campuses of one medical center was recruited (37 in the experimental group and 36 in the control group). The experimental group received ECMO care training through ECMO care board games facilitated teaching approach, whereas the control group completed the training through a traditional teaching approach. Instruments used for data collection include a demographic information sheet, ECMO Care Knowledge Scale, Clinical Reasoning Scale (Huang et al., 2023) and Learning Engagement Scale (Ciou , 2020). Both groups completed a pre-test before the training, a post-test one week after the training and a second post-test three weeks after the training. RESULTS: Prior to the intervention, there were no significant differences between the two groups in ECMO care knowledge and learning engagement. However, there was a significant difference in clinical reasoning. One week after the intervention, the experimental group demonstrated significantly higher scores in ECMO care knowledge, clinical reasoning and learning engagement than the control group (p <0.01). Three weeks after the intervention, the experimental group showed significantly higher scores in ECMO care knowledge, clinical reasoning and learning engagement (p <0.001). CONCLUSIONS: The content for ECMO care is complex and difficult. Board games can enhance ECMO care knowledge, clinical reasoning and learning engagement. This teaching strategy may be applied to learning challenging subjects in the future to improve learning effectiveness. The clinical reasoning framework is conducive to guiding nurses' learning. In future continuing education, board games designed based on the clinical reasoning framework and tailored to the focus of in-service education can effectively enhance nurses' learning effectiveness.

Searching for answers: expert pattern recognition and planning.

Does expertise mostly stem from pattern recognition or look-ahead search? van Opheusden et al. contribute to this important debate in cognitive psychology and artificial intelligence (AI) with a multi-method, multi-experiment study and a new model. Using a novel, relatively simple board game, they show that players increase depth of search when improving their skill.

Board game-based intervention to improve executive functions and academic skills in rural schools: A randomized controlled trial.

INTRODUCTION: This research intends to increase the knowledge about the use of board games in the classroom to train executive functions and academic skills. 99 children from rural schools were assessed in executive functions and academic skills. METHODS: Through a randomized controlled trial, they were assigned to a playing group (n = 51) and an active control group (regular classes without games, n = 48). Play program consisted of 12 sessions for 6 weeks with eight commercial board games. RESULTS: In flexibility, the playing group was significantly faster after the program (p= = .01, d = 0.76), but not the control group (p = .23; d = 0.35). Both groups improved in the academic tasks, but the significance in calculus was greater in the playing group (p = .00; d = 2.19) than in the control group (p = .01; d = 0.97). DISCUSION: The use of board games during school hours could be as good or better methodology for cognitive training and learning academic skills than regular classes.

Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches.

The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012-2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games-including mechanics and other characteristics-and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus-Elsevier, and Web of Science databases, as well as other peer-reviewed "grey literature" sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts-based on their educational potential-with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies.

Data Note: The Digital Ludeme Project Database.

This document outlines the types of data collected for the Digital Ludeme Project, an ERC-funded research project that aims to improve our understanding of the development of games throughout human history through computational analysis of the available (partial) historical data of games. This document outlines how this data is collected, formatted and stored, and how it can be accessed. It is the aim of the Digital Ludeme Project to provide a data resource of unprecedented depth and scope for the benefit of historical games researchers worldwide. Special attention is paid to the FAIR Guiding Principles for scientific data management and stewardship.

TaskMaster: The Subintern Adventure Game-Game-Based Learning for Medical Subintern Task Prioritization.

Introduction: The medical subinternship (also known as an acting internship) offers postclerkship medical students an opportunity for significant professional development. However, the skills required of a successful subintern-efficiency, patient triage, and advanced organization-are distinct from skills generally refined during the medicine clerkship. Few published curricula exist to prepare postclerkship students for success in this new role. To address this training gap, we introduced a novel tabletop role-playing game to equip medical subinterns with the necessary skills to deliver safe and efficient patient care. Methods: We created an hour-long game-based learning session for rising internal medicine and family medicine subinterns. Led by a single facilitator, students worked together to triage and complete tasks in a gamified simulated environment of a morning on the wards. To assess the session, we surveyed participants (N = 130) immediately after activity completion. Results: Eighty-three participants completed the postactivity survey, for a response rate of 64%. A majority of students agreed that TaskMaster: The Subintern Adventure Game met its educational goals of increasing comfort with task prioritization, organization, and patient triage. Ninety-three percent of respondents (77 of 83) either agreed or strongly agreed that they felt more prepared to be a covering provider for patients after the activity. Participants also reported high engagement with the activity. Discussion: Leveraging the interactivity, teamwork, and contextualized practice of game-based learning can offer low-cost and adaptable opportunities to teach higher-order clinical skills and increase preparedness for the subinternship.

An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study.

BACKGROUND: Serious games have the potential to resolve educational problems faced by medical students, such as insufficient rehearsal due to boredom and lack of motivation. However, serious games' relatively novel concepts in science and many genres of games that are common in recreation remain underresearched in the literature. Board games are one such genre that, despite their potential, affordability, and flexibility, are rarely designed for medical students, and little is known about student perceptions of them and their compatibility with rehearsal. OBJECTIVE: In this cross-sectional study, we sought to elicit, via an exploratory mixed methods approach, student perceptions of a digital serious board game specifically designed for the gamified rehearsal of complex medical subjects, with the chosen topic of anatomy. METHODS: A digital serious board game, based on self-determination theory (SDT), was first designed and developed to facilitate the rehearsal of anatomy information. Students were then voluntarily recruited to partake in the intervention and were randomly split into three teams of 2 players per game session, after which they were administered the Flow Short Scale (FSS), which is a 13-item measure where items were rated on a 7-point Likert scale ranging from 1 ("not at all") to 7 ("very much"). Students then participated in a focus group discussion to elicit their perceptions of the game. Findings from the FSS were subject to descriptive analysis, and the focus group discussion was subject to inductive thematic analysis. RESULTS: A total of 12 undergraduate, second-year medical students from the Lee Kong Chian School of Medicine in Singapore participated in the study. FSS results indicated a moderate level of overall flow (mean score 4.94, SD 1.07) via the subdomains of fluency (mean score 4.77, SD 1.13) and absorption (mean score 5.21, SD 1.1). Students perceived the game as fun, enjoyable, engaging, and appropriate as a rehearsal tool that alleviated the monotony of traditional methods of rehearsal. CONCLUSIONS: Our digital board game-based rehearsal tool, when based on SDT, appeared to be suitable for gamified rehearsal in a fun and enjoyable environment due to its facilitation of intrinsic motivation in its players.

Effects of board game play on nursing students' medication knowledge: A randomized controlled trial.

AIM: This study aimed to examine the effectiveness of an educational board game in improving nursing students' medication knowledge. BACKGROUND: Maintaining patient safety is a core practice for nurses. Medication management is a central principle of patient safety. Nurses acquire pharmacology knowledge and medication safety skills in the classroom training. Thus, solidifying and strengthening nursing students' medication knowledge are crucial tasks for nursing faculty members. In recent years, board games, which offer both entertainment and competitive play, have been employed to educate students in a variety of disciplines and settings. Through board game play, students can learn in an enjoyable and fun atmosphere. DESIGN: A randomized controlled trial design. METHODS: A convenience sample of 69 nursing students was obtained from a university in Taiwan. Participants were randomly assigned either to an experimental (board game) group (n = 35) or a comparison group (n = 34) using block randomization. The experimental group engaged in board game play to learn about medications, whereas the comparison group attended a one-hour didactic lecture. Using questionnaires, data were collected before the intervention, immediately post intervention and one month post intervention. RESULTS: Following the intervention, regardless of the learning method, both groups showed significant improvements in their immediate recall of medication information. However, when retested after one month, the experimental group obtained significantly higher scores than the comparison group. Moreover, students in the experimental group reported more satisfaction with the learning method than those in the comparison group. CONCLUSIONS: The study results suggest that learning through board games could enhance nursing students' retention of knowledge. Students reported favorable reactions to using a board game learning method for increasing knowledge of medication. With respect to this finding, faculty members may consider employing board games as teaching tools in nursing and other health science courses. Moreover, the findings of this study can also provide additional information for nursing managers in hospital wards or long-term care facilities where nurses are trained to familiarize themselves with frequently administered medications. TWEETABLE ABSTRACT: Board game play can enhance nursing students' retention of knowledge; students reported positive reactions to game-based learning for medication training.

Training-Specific Changes in Regional Spontaneous Neural Activity Among Professional Chinese Chess Players.

Background: Our previous reports reflected some aspects of neuroplastic changes from long-term Chinese chess training but were mainly based on large-scale intrinsic connectivity. In contrast to functional connectivity among remote brain areas, synchronization of local intrinsic activity demonstrates functional connectivity among regional areas. Until now, local connectivity changes in professional Chinese chess players (PCCPs) have been reported only at specific hubs; whole-brain-based local connectivity and its relation to training profiles has not been revealed. Objectives: To investigate whole-brain local connectivity changes and their relation to training profiles in PCCPs. Methods: Regional homogeneity (ReHo) analysis of rs-fMRI data from 22 PCCPs versus 21 novices was performed to determine local connectivity changes and their relation to training profiles. Results: Compared to novices, PCCPs showed increased regional spontaneous activity in the posterior lobe of the left cerebellum, the left temporal pole, the right amygdala, and the brainstem but decreased ReHo in the right precentral gyrus. From a whole-brain perspective, local activity in areas such as the posterior lobe of the right cerebellum and the caudate correlated with training profiles. Conclusion: Regional homogeneity changes in PCCPs were consistent with the classical view of automaticity in motor control and learning. Related areas in the pattern indicated an enhanced capacity for emotion regulation, supporting cool and focused attention during gameplay. The possible participation of the basal ganglia-cerebellar-cerebral networks, as suggested by these correlation results, expands our present knowledge of the neural substrates of professional chess players. Meanwhile, ReHo change occurred in an area responsible for the pronunciation and reading of Chinese characters. Additionally, professional Chinese chess training was associated with change in a region that is affected by Alzheimer's disease (AD).

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources.

In the current climate of Covid-19 and world-wide social distancing, the mental health toll has been widely reported, with an expectation that the negative impact will last beyond the lockdowns. Facing the prospect of an unknown future and continuing challenges, resilience is both topical and necessary. With a call for digitally delivered interventions to help people affected by the pandemic, this study explores how playing an online positive psychology-informed board game supported people to recognise resources for resilience. Sixteen multi-national participants played in groups of 3-4 and qualitative data, collected via focus groups, was analysed using Thematic Analysis. Participants described a broadening of resources, primarily through reflecting on and remembering prior strategies and successes. Four themes are identified which, it is suggested, facilitated this in a sequential, upward spiral; the game mechanisms (release), psychological safety (reflect), meaningful conversations (remember) and anchoring of prior experiences (reuse). Critically, this study suggests that psychological safety may have been amplified by the online environment, which participants suggested enabled them to engage without interruption or inhibition. Additionally, whilst not part of the original intervention, the post-game reflection played an essential role in meaning-making and transferring learning into real-life. Future research into how online environments might not just facilitate but augment interventions is recommended. Finally, this study calls for further research into the impact of playful positive psychology interventions, suggesting a potential development of 'serious play' towards 'seriously positive play'.

Neuropoly: An Educational Board Game to Facilitate Neurology Learning.

Introduction: Neurology is arguably one of the most difficult subjects to teach and study in the medical curriculum. Educational games (EG) may be a valid option to enhance motivation in neurology residents. Methods: We developed an educational board game (Neuropoly) to assist in teaching neurology. We present here an overview of the game, as well as the results of a pilot study aimed at determining: (a) the efficacy of the game in teaching certain neurological concepts; and (b) student compliance and satisfaction with the EG. Results: The pre- and post-play questionnaire scores differed significantly (3.2 ± 1.7 vs. 7.8 ± 1.6, p < 0.001). Our group of residents, showing an overwhelmingly positive response, very well received the game. The questions were rated as above average regarding difficulty. Conclusion: The "Neuropoly" educational board game has been shown to be interesting, efficient, and motivational among first- and second-year neurology residents. Novel educational methods for complex medical disciplines should be developed, with board games being a viable and inexpensive approach.

Neurophysiological and autonomic responses of high and low level chess players during difficult and easy chess endgames - A quantitative EEG and HRV study.

The aim of the present study was to analyze the heart rate variability (HRV) and the electroencephalographic (EEG) power spectrum in low and high performance chess players during easy and difficult chess endgames. A total of 28 chess players participated in this cross-sectional study. Participants were divided into two groups according to their ELO level (rating system used by the international chess federation): 1) high level chess players (more than 1600 of ELO score); and 2) low level chess players (ELO less than 1599 of ELO score). Chess players had to complete two easy and two difficult endgames while the electroencephalographic activity and heart rate variability were assessed. High level chess players exhibit more alpha EEG power spectrums (p-value>0.05) during difficult than during easy chess endgames in the occipital area (O1 and O2 electrodes). Moreover, high performance players showed a reduced autonomic modulation (p-value>0.05) during the difficult chess endgames which low performance players did not reach. These results could suggest that high level chess players adapt their neurophysiological response to the task demand.

Pharmacy students experience with PharmacyPhlash - a pilot educational board game.

BACKGROUND AND PURPOSE: Pharmacy academics are consistently challenged to incorporate innovative, active-learning strategies to encourage student participation while imparting knowledge. To achieve this, a board game entitled "PharmacyPhlash" was developed by academics teaching in an undergraduate bachelor of pharmacy program. The study sought to document student experience on playing a pilot version of the game and to understand the design strengths and weaknesses as well as the ability of the game to achieve envisaged educational and competency outcomes. EDUCATIONAL ACTIVITY AND SETTING: Third-year pharmacy students were invited to participate in the pilot study. Student experience was evaluated using a questionnaire to determine general characteristics of game-playing, students' perceived engagement in the game and its ability to fulfil its anticipated design objectives, how playing the game helped or limited learning, aspects students enjoyed/did not enjoy about the activity, and suggestions for improvement. FINDINGS: Ten participants (six males, four females) volunteered for the pilot. Overall, playing the game improved understanding and application of knowledge and promoted sharing of knowledge and collaboration. Students were able to link pharmacy practice and pharmacology knowledge. It enhanced learners' ability to think and communicatee concisely and quickly. The competitive aspect of the game was the main negative associated with playing the game. Suggestions for improving the game included making it shorter, including mixed groups of students from different levels of study, and introducing a referee to oversee the game. SUMMARY: The current study found that students reported high levels of satisfaction from playing the game.