Gamifying education and mental health
Objectives: This article explores the advantages of using gamification in mental health, in addition to its potential use in training psychiatry residents by coupling it with the concept of digital andragogy, resulting in a prospective efficient teaching model for graduate and postgraduate medical e...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2018-01-01
|
| Series: | Archives of Medicine and Health Sciences |
| Subjects: | |
| Online Access: | http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2018;volume=6;issue=2;spage=284;epage=289;aulast=Chandran |
| _version_ | 1828260841725624320 |
|---|---|
| author | Suhas Chandran S N Prakrithi M Kishor |
| author_facet | Suhas Chandran S N Prakrithi M Kishor |
| author_sort | Suhas Chandran |
| collection | DOAJ |
| description | Objectives: This article explores the advantages of using gamification in mental health, in addition to its potential use in training psychiatry residents by coupling it with the concept of digital andragogy, resulting in a prospective efficient teaching model for graduate and postgraduate medical education. Materials and Methods: Databases such as PubMed and Google Scholar were searched for articles using the keywords such as digital andragogy, gamification, innovation in medical education, medical education, and mental health. Results: Using leader boards, rewards, and a host of innovative testing methods, gamification offers increased student engagement and satisfaction along with improved objective academic results emphasizing competency-based medical education. It has also been used in the management of various psychiatric conditions, especially depression, eating disorders, schizophrenia, depression, autism spectrum disorders, substance use, dementia, and traumatic brain injury. It has been shown to alter user behavior positively, leading to better control over illness and improved quality of life among these patients. Conclusion: Gamification is an extremely efficient method, positively impacting the academic performance when used by students. While it cannot replace traditional methods, they can be blended into an efficient teaching model. It can also be used in the management of several medical and psychiatric conditions in a creative and effective manner, although further research is needed to evaluate this potential. |
| first_indexed | 2024-04-13T03:28:37Z |
| format | Article |
| id | doaj.art-ad4ae4e2d5134d888d85d612dbe48357 |
| institution | Directory Open Access Journal |
| issn | 2321-4848 |
| language | English |
| last_indexed | 2024-04-13T03:28:37Z |
| publishDate | 2018-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Archives of Medicine and Health Sciences |
| spelling | doaj.art-ad4ae4e2d5134d888d85d612dbe483572022-12-22T03:04:33ZengWolters Kluwer Medknow PublicationsArchives of Medicine and Health Sciences2321-48482018-01-016228428910.4103/amhs.amhs_92_18Gamifying education and mental healthSuhas ChandranS N PrakrithiM KishorObjectives: This article explores the advantages of using gamification in mental health, in addition to its potential use in training psychiatry residents by coupling it with the concept of digital andragogy, resulting in a prospective efficient teaching model for graduate and postgraduate medical education. Materials and Methods: Databases such as PubMed and Google Scholar were searched for articles using the keywords such as digital andragogy, gamification, innovation in medical education, medical education, and mental health. Results: Using leader boards, rewards, and a host of innovative testing methods, gamification offers increased student engagement and satisfaction along with improved objective academic results emphasizing competency-based medical education. It has also been used in the management of various psychiatric conditions, especially depression, eating disorders, schizophrenia, depression, autism spectrum disorders, substance use, dementia, and traumatic brain injury. It has been shown to alter user behavior positively, leading to better control over illness and improved quality of life among these patients. Conclusion: Gamification is an extremely efficient method, positively impacting the academic performance when used by students. While it cannot replace traditional methods, they can be blended into an efficient teaching model. It can also be used in the management of several medical and psychiatric conditions in a creative and effective manner, although further research is needed to evaluate this potential.http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2018;volume=6;issue=2;spage=284;epage=289;aulast=ChandranDigital andragogygamificationmedical educationmental healthpsychological theories |
| spellingShingle | Suhas Chandran S N Prakrithi M Kishor Gamifying education and mental health Archives of Medicine and Health Sciences Digital andragogy gamification medical education mental health psychological theories |
| title | Gamifying education and mental health |
| title_full | Gamifying education and mental health |
| title_fullStr | Gamifying education and mental health |
| title_full_unstemmed | Gamifying education and mental health |
| title_short | Gamifying education and mental health |
| title_sort | gamifying education and mental health |
| topic | Digital andragogy gamification medical education mental health psychological theories |
| url | http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2018;volume=6;issue=2;spage=284;epage=289;aulast=Chandran |
| work_keys_str_mv | AT suhaschandran gamifyingeducationandmentalhealth AT snprakrithi gamifyingeducationandmentalhealth AT mkishor gamifyingeducationandmentalhealth |