The Thai Journal of Pharmaceutical Sciences


Background: A serious game was developed from the use of learning through drill and practice principle to enhance the knowledge memorizing together with the principle of game-based learning in education application. The aim of this study was to investigate the effectiveness of using game-based and location-based learning concepts on the student knowledge score and knowledge retention score. Methods: A mobile application game named “Herbarian” was developed and used in the pharmaceutical botany course as a part of the undergraduate pharmacy curriculum. The content in the game was botanical jargon linked to plant morphology. Twenty-one and 51 undergraduate students voluntarily used and did not use the game, respectively. Cumulative grade point average (GPA) was used to adjust mean knowledge and knowledge retention score by multiple regression analysis. Results: The results showed that the mean knowledge and knowledge retention scores between groups were not statistically significant differences after adjustment. Yet, the knowledge and knowledge retention scores of the game group were higher than the control group. Multiple regression analysis showed the statistically significant relationship between the cumulative GPA and the knowledge score. Conclusions: These results suggested that the game is likely to be useful to the students.



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