Keywords
Medical Education
Active Learning
Intrinsic Motivation
How to Cite
Copyright © | All rights reserved.
The journal holds the exclusive copyright for the publication of this article under the terms of Brazilian law 9610/98.
Partial reproduction
The use of parts of the texts, figures and questionnaire of the article is free, being mandatory the citation of the authors and journal.
Total reproduction
It is expressly prohibited and must be authorized by the journal.
Abstract
Objective: To analyze the main learning theories used to support the application of gamification in medical education, discussing its interface with active learning methodologies and their pedagogical implications. Literature Review: The review showed that gamification presents strong convergence with theoretical frameworks such as constructivism, socioconstructivism, experiential learning, andragogy, self-determination theory, and critical pedagogy. When designed as an intentional educational strategy, gamification enhances student engagement, self-regulation, meaningful learning, and the development of clinical reasoning. However, the literature reveals conceptual heterogeneity, methodological weaknesses, and frequent use of superficial approaches, often centered on extrinsic rewards, resulting in limited or inconsistent pedagogical effects. Final Considerations: Gamification represents a coherent extension of active learning methodologies in medical education, provided it is grounded in solid theoretical foundations and aligned with clear educational objectives. Nonetheless, gaps remain regarding epistemological grounding and the assessment of educational outcomes, highlighting the need for greater theoretical and methodological rigor in future research.
References
BANSAL A, et al. Students’ perception regarding pedagogy, andragogy, and heutagogy as teaching-learning methods in undergraduate medical education. Journal of Education and Health Promotion, 2020; 9(1): 301.
BESCHE HC, et al. Effective and engaging active learning in the medical school classroom: Lessons from case-based collaborative learning. Journal of Medical Education and Curricular Development, 2025; 12: e23821205251317149.
BIFFI M, et al. Metodologias ativas de aprendizagem: desafios dos docentes de duas faculdades de medicina do Rio Grande do Sul, Brasil. Revista Brasileira de Educação Médica, 2020; 44(4).
BIGDELI S, et al. Underpinning learning theories of medical educational games: A scoping review. Medical Journal of the Islamic Republic of Iran, 2023; 37: 26.
BINGEN HM, et al. Use of active learning classrooms in health professional education: A scoping review. International Journal of Nursing Studies Advances, 2024; 6: e100167.
BUJA LM. Medical education today: all that glitters is not gold. BMC Medical Education, 2019; 19(1): 110.
CHOI JJ, et al. Using an experiential learning model to teach clinical reasoning theory and cognitive bias: an evaluation of a first-year medical student curriculum. Medical Education Online, 2023; 28(1): e2153782.
DA SILVA MPR, et al. Serious games e aprendizagem ativa no ensino médico de graduação. Revista Eletrônica Acervo Saúde, 2025; 25(9): e21338.
DECI E e RYAN RM. Intrinsic motivation and self-determination in human behavior. New York: Springer; 2014.
DICHEV C e DICHEVA D. Gamifying education: what is known, what is believed and what remains uncertain. International Journal of Educational Technology in Higher Education, 2017; 14(1).
FREIRE P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz & Terra; 2019.
GENTRY SV, et al. Serious gaming and gamification education in health professions: systematic review. Journal of Medical Internet Research, 2019; 21(3): e12994.
GORBANEV I, et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical Education Online, 2018; 23(1): e1438718.
KARKERA S, et al. A review on modern teaching and learning techniques in medical education. EIKI Journal of Effective Teaching Methods, 2024; 2(1).
KIRSCH J e SPRECKELSEN C. Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study. BMC Medical Education, 2023; 23(1).
KNOWLES MS, et al. The adult learner: the definitive classic in adult education and human resource development. 9th ed. London: Routledge; 2020.
KOLB DA. Experiential learning: experience as the source of learning and development. 2nd ed. Upper Saddle River: Pearson FT Press; 2014.
KUMARI G. Constructivism in learning. Educational Quest: An International Journal of Education and Applied Social Sciences, 2022; 13(3).
KUNANITTHAWORN N, et al. Factors associated with motivation in medical education: a path analysis. BMC Medical Education, 2018; 18(1).
KWON YG, et al. Impact of a game-based interprofessional education program on medical students’ perceptions: a text network analysis using essays. BMC Medical Education, 2024; 24(1): 898.
LEE CY, et al. Emerging trends in gamification for clinical reasoning education: a scoping review. BMC Medical Education, 2025; 25(1): 435.
MISCH DA. Andragogy and medical education: are medical students internally motivated to learn? Advances in Health Sciences Education, 2002; 7: 153-160.
MUKHALALATI BA e TAYLOR A. Adult learning theories in context: a quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development, 2019; 6: e2382120519840332.
PADILLA-PETRY P, et al. Overcoming the magnetism of lectures: teachers’ and students’ perceptions of and motivations regarding active learning in higher education. SAGE Open, 2025; 15(1).
PIAGET J. The origins of intelligence in children. New York: W. W. Norton & Company; 1952.
SALAFIA MA e PEREZ-OCHOA ME. Game-based educational experience in clinical simulation and academic achievement in medical students: a retrospective study. BMC Medical Education, 2025; 25(1): 482.
SÁNCHEZ-PACHECO C, et al. Enfoque pedagógico: la gamificación desde una perspectiva comparativa con las teorías del aprendizaje. 593 Digital Publisher CEIT, 2020; 4(5): 47-55.
SKINNER BF. Science and human behavior. New York: Free Press; 2012.
TORRE D, et al. Freire’s view of a progressive and humanistic education: implications for medical education. MedEd Publish, 2017; 6(3): 119.
VAN GAALEN AEJ, et al. Gamification of health professions education: a systematic review. Advances in Health Sciences Education, 2021; 26(2): 683-711.
VYGOTSKY LS. Mind in society: development of higher psychological processes. 2nd ed. London: Harvard University Press; 2018.
WERBACH K e HUNTER D. For the win: the power of gamification and game thinking in business, education, government, and social impact. Philadelphia: Wharton School Press; 2020.
WIJNEN-MEIJER M, et al. Implementing Kolb’s experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of Medical Education and Curricular Development, 2022; 9: e23821205221091511.
XU M, et al. Game-based learning in medical education. Frontiers in Public Health, 2023; 11: e1113682.
ZAINUDDIN Z, et al. The impact of gamification on learning and instruction: a systematic review of empirical evidence. Educational Research Review, 2020; 30: e100326.