Gamified learning has emerged as a powerful educational tool to enhance student motivation and knowledge acquisition in health professions education. However, its development and implementation can be hindered by faculty time, resources, and instructional design expertise. This session will explore how generative artificial intelligence (AI), specifically tools like ChatGPT, Copilot, and DALL·E, can serve as catalysts that lower the “activation energy” required to design and execute gamified learning strategies in health professions education regardless of prior game design experience.

This session will include an immersive gameplay among participants to foster collaboration and creation, with the goal of participants leaving the session with new skills and developed products. We will begin with a brief overview of gamified learning/terminology, its educational benefits, and examples ranging in complexity. Facilitators will then demonstrate how AI can “lower the activation energy” by brainstorming game ideas, generating educational content, designing visuals, and organizing logistics. Using case examples and a library of example AI-prompts provided by facilitators, participants will work in small groups to practice designing and implementing gamified learning that aligns with their own institutional constraints and curricular goals. Concluding large-group discussions will present created products, discuss challenges with design, and review the importance of faculty oversight in ensuring pedagogical value and content accuracy.  

By the end of the session, attendees will be empowered to leverage AI tools during the design and implementation of gamified learning strategies. Participants will be able to share their gamified learning products, leave with a ready-to-implement product, and be equipped for future game development.  

Learning Outcomes

1. Articulate the pedagogical benefits of gamified learning in health professions education. 
2. Identify common forms of gamified learning and select those that would best align with their institutional structure and goals. 
3. Identify common barriers and potential solutions to implementing gamified strategies in health professions education. 
4. Describe how generative AI tools can support the development and integration of gamified learning experiences in health professions education 
5. Create their own gamified learning elements using generative AI I prompts