There is no doubting the rise in interest and attention to gamification of educational content. Studies reveal considerable promise that common design elements present in video games, either singly or in concert, can help to foster interest and engagement in learned content, and help to motivate specific desired behaviours, such as task completion.

Research indicates that health professionals might benefit from gamified learning experiences although it is not entirely clear which game mechanics, nor in what combinations will produce the most desirable effects. Indeed, some game elements and the dynamics they produce have proven problematic, especially regarding the competitive nature of points, badges and leader boards. Nevertheless, even single game elements that are straightforward to implement have proven to be beneficial for enhancing learning outcomes.

Complementary technological advancements, such as virtual reality, for example, offer immersive experiences that can enhance training and skills-retention and blur the line between game and non-game experiences. The field of gamified learning design is still relatively nascent, with an emerging theoretical and research base that has yet to fully mature.

Paramedics and other health professionals exist within personal, social, and professional contexts that must be carefully considered by educational designers when crafting learning experiences. If this is done thoughtfully, the prospects for enhanced learning outcomes through the judicious use of gamification techniques are increased.

END.