Game-Based Learning Workshop Presentation
Date: 28 May 2025
Facilitators: Dr Teri-Lynne Fogarty and Ms. Celeste Naudé
The Game-Based Learning (GBL) workshop hosted by the Faculty of Health Sciences, Directorate: Learning and Teaching provided a deep and practical dive into the pedagogical power of games. The presentation, facilitated by Dr Fogarty and Ms. Naudé, was structured to move from theory to practice, culminating in a showcase of proven student work.
1. Foundational concepts: GBL vs. Gamification
The presentation began by clearly defining core concepts. Game-Based Learning (GBL) was established as learning facilitated through a game, an active experience within a game framework designed to achieve specific, measurable learning outcomes—from simple recall to high-level evaluation and creativity. This was distinctly separated from Gamification, defined as the integration of motivational game elements (like points, badges, and leaderboards) into conventional activities to boost engagement. The key takeaway was that GBL is about the learning process being a game, while gamification adds a game-like layer to existing processes.
2. The Theoretical Framework: The Anatomy of a Game
Emphasis was given on the Mechanics-Dynamics-Aesthetics (MDA) framework, a design vocabulary crucial for creating effective educational games.
i) Mechanics: The formal rules and concepts that define the game as a system (e.g., time limits, point systems, movement rules).
ii) Dynamics: The emergent run-time behaviour that results from mechanics (e.g., time pressure from a timer, competition from a leaderboard).
iii) Aesthetics: The desirable emotional responses evoked in the player (e.g., fun, challenge, fellowship).
This was brilliantly illustrated using the "Eight Kinds of Fun" model, analysing games like Charades (Fellowship, Expression) and Candy Crush (Challenge, Sensation) to demonstrate how different mechanics and dynamics target specific emotional and engagement outcomes.
3. Practical demonstration and student showcase
The theory was immediately connected to practice through a demonstration and an extensive showcase of student-designed games within the Pharmacy department, GBL's efficacy:
i) "Pharmo-poly": A board game to teach pharmacodynamics and mechanism of action.
ii) "Antibiotic Snakes & Ladders": A classic game adapted to revise antibiotic classes.
iii) "Cardio-quest" and "Psych-alike": Games for revising cardiovascular care and public-sector antipsychotics.
iv) "EduCandy" and "Tradenames": Games focused on practical knowledge like medicine waste disposal and identifying South African drug trade names.
v) "The LOOP" and "MediCLUE": More complex games demonstrating advanced application of GBL principles.
These examples served as concrete inspiration, showing how familiar game formats could be expertly tailored to complex health science topics.
4. Interactive design session
Following the presentation, the workshop transitioned into a highly interactive session. Guided by the facilitators, participants used worksheets to apply the MDA framework. In groups, they were tasked with designing a simple game-based activity for their own context, focusing on defining a learning goal, choosing a game type, and outlining its core mechanics, dynamics, and intended aesthetics.
In conclusion, the presentation was not merely informational but transformational. It provided a robust theoretical foundation, demonstrated real-world success through student work, and empowered attendees to immediately apply these concepts, positioning GBL as a powerful and viable strategy for enhancing education within the Health Sciences.