Federici CAG, Liberman F, Guzzo MSL. Game-based learning and writing in post-graduation teaching: towards a performative knowledge policy. Interface (Botucatu). 2025; 29: e240242. Doi: https://doi.org/10.1590/interface.240242
Abstract
This study investigated the convergence between acts of writing and game-based learning in the context of health research in a public university. While writing is traditionally used to transmit scientific knowledge and research, game-based learning emerges as an alternative interactive and engaging approach. We examined the strengths and challenges of integrating this approach into the post-graduation course. Strengths include improved understanding of complex concepts, increased student engagement and promotion of creativity, while challenges include finding the right balance between academic rigidity and game-based learning, guaranteeing scientific precision in a game-based learning context and overcoming potential institutional resistance. Our findings highlight the importance of exploring innovative teaching and communication strategies on post-graduation health courses aimed at enhancing student training and promoting broader dissemination of scientific knowledge.
Keywords Games; Teaching; Education technology; Methodology; Post-graduation program in health
Access in: https://doi.org/10.1590/interface.240242
