Game-Based Learning in Neuroscience

Game-Based Learning in Neuroscience

Game-Based Learning in Neuroscience

Sarah L. Edwards, Eric Gantwerker, Michael Cosimini, Alison L. Christy, Angel W. Kaur, Ann K. Helms, Mikaela L. Stiver, Zachary London

Abstract

"Game-based learning (GBL) has emerged as a promising approach to engage students and promote deep learning in a variety of educational settings. Neurology and neuroscience are complex fields that require an understanding of intricate neural structures and their functional roles. GBL can support the acquisition and application of such knowledge. In this article, we give an overview of the current state of GBL in neuroscience education. First, we review the language of gaming, establishing conceptual definitions for game elements, gamification, seri-ous games, and GBL. Second, we discuss a literature review of games in the educational literature for adult learners involved in neuroscience. Third, we review available games intended for neuroscience education. Finally, we share tips for educators interested in developing their own educational games. By leveraging the unique features of games, including interactivity, feedback, and immersive experiences, educators and learners can engage with complex neu-roscience concepts in a fun, engaging, and effective way."

Reference

Edwards, S. L., Gantwerker, E., Cosimini, M., Christy, A. L., Kaur, A. W., Helms, A. K., Stiver, M. L., & London, Z. (2024). Game-based learning in neuroscience. Neurology Education, 2(4), e200103. https://ne.neurology.org/content/2/4/e200103.abstract

Keywords

Game-Based Learning (GBL), Neuroscience Education, Gamification