Utilizing Game-Based Learning in Literature Searching Instruction for Pharmacy Students

Objective

To determine whether gamifying librarian-led literature searching instruction improved student performance on an authentic literature searching assessment. Secondary objectives included determination of effect on email requests for assistance and student confidence in literature searching abilities.

Methods

Literature searching in PubMed is taught by a librarian to first-year pharmacy students in a drug information course over a 2-week period. The librarian chose to implement 2 game-based learning activities in the live lecture sessions: a crossword puzzle and an escape room. To increase engagement, students were encouraged to work collaboratively as a team during class. To evaluate the impact of incorporating gamification into literature searching instruction, the authors evaluated student grades on a literature searching assignment, reviewed the number of emails received asking for assistance, and evaluated student confidence in literature searching.

Results

Students scored higher on their literature searching assignment after the implementation of game-based instruction. The average grade on this assignment in 2022 was 90.1% compared with 2021 when the average was 79.9%. The average of 90.6% in 2023 also showed statistically significant improvement compared with 2021. Email requests decreased and student confidence increased when comparing 2021 outcomes with those in 2022 and 2023.

Conclusion

Overall, the gamification of literature searching instruction in this course appears to have increased student assignment scores and was well-received by the students.