Introduction
Games are an effective way to facilitate and stimulate the process of learning for students and provide them with an environment that can be both engaging and conducive to gaining knowledge or acquiring new skills. Teachers who employ games as a part of their curriculum aim at allowing their students to discover valuable information in an unconventional setting. The technique of using educational games makes use of instant gratification, a phenomenon that is extremely characteristic of people living in the modern world who values simplicity and accessibility (Bradshaw et al., 2021). The Blood Typing Game is an example of an educational game that comprises both entertainment and learning and can be used by medical students to test and expand their knowledge on blood types.
Main Text
Before implementing educational games into a curriculum, teachers and educators have to assess all the existing advantages and disadvantages of this method. One of the apparent benefits of gamification of teaching is the fact that it can be applied to any discipline and subject (Ash, 2020). Its informal nature also reduces the level of stress in students and helps them better concentrate on their tasks. Moreover, the scenarios which games employ are engaging, which facilitates the learning experience for students since they become interested in solving the problems they are given (Teyssier, 2016). Yet, sometimes, the information conveyed through educational games can be already known to students or too simple, which will not result in any considerable acquisition of knowledge. Consistently using games as a teaching strategy can impair students’ ability to use other sources for discovering information, such as books, articles, and other educational content. Thus, games have to be utilized carefully to prevent potential negative consequences of this teaching method.
The primary objectives of the Blood Typing Game are to teach players to correctly identify different blood types and successfully perform blood transfusions (Nobel Media, 2013). The main concept of the game is to choose the blood types which could be used in the transfusion procedure in the cases of particular patients, which is relevant to the game’s subject. The game employs conflict by giving a limited number of attempts for transfusion, if a player runs out of them, their patient dies. The rules of play are clear and described before the actual game starts, to win it, the player needs to understand which blood types are compatible and which are not. The game immediately notifies the player if they fail to identify the right blood type or incorrectly choose the wrong blood type for transfusion. Over time, players can learn the rules of compatibility among blood types, which can significantly increase their knowledge. Playing the game was an enjoyable experience and helped me remember certain aspects of blood typing and crossmatching.
Conclusion
Educational games can be an effective teaching strategy, and the Blood Typing Game is a good example of how the process of gaining knowledge can be engaging and entertaining. Teachers can employ games to provide their students with a learning environment that is different from the usual academic setting. Nevertheless, it is important to balance it with traditional sources of information since constantly utilizing it can negatively impact students’ ability to study. The Blood Typing Game allows its players to learn about different blood types and the procedure of blood transfusion. It can serve as an effective tool for medical students to refresh their existing knowledge or discover new information about blood types’ compatibility. The game also gives a chance to correct one’s answer since it tells the player they are wrong.
References
Ash, G. (2020). Serious games: More than just a gimmick? Education Technology. Web.
Bradshaw, M. J., Hultquist, B. L., & Hagler, D. A. (2021). Innovative teaching strategies in nursing and related health professions (8th ed.). Jones & Bartlett Learning.
Nobel Media. (2013). The Blood Typing Game. Web.
Teyssier, Y. (2016). 5 advantages of using games for learning. eLearning Industry. Web.