Artificial Intelligence Augmented Gamification in Pharmacology Education: A Narrative Review

Authors

1. Vijay Prasad Sangishetti
   Department of Pharmacology, SRVS Govt Medical College, Shivpuri, Madhya Pradesh, India
2. Ambadasu Bharatha
   Lecturer in Pharmacology, University of the West Indies, Cave Hill, Barbados.

Abstract

Background: Pharmacology remains one of the most cognitively demanding subjects in undergraduate medical education, owing to the vast volume of information that students are required to assimilate. Traditional didactic lectures are increasingly recognized as insufficient for sustaining long-term knowledge retention and intrinsic motivation. Gamification—the application of game-design elements within non-game educational contexts—has emerged as a promising active-learning strategy. Concurrently, artificial intelligence (AI) is transforming higher education through adaptive learning, intelligent tutoring systems, and automated content generation. Despite these parallel developments, the convergence of AI and gamification specifically within pharmacology education has not been systematically synthesised. Methods: A targeted narrative review was conducted drawing primarily on two recent high-quality systematic and scoping reviews: a scoping review of AI in serious games and gamification for health and a scoping review of gamification in clinical reasoning education supplemented by additional primary and secondary literature identified through PubMed, Scopus, and Medical Education databases. Results: Gamification consistently improves short-term knowledge retention and learner engagement in pharmacology. Web-based pharmacology games such as Cross DRUGs, Find the DRUG, and DRUGs Escape Room have demonstrated statistically significant improvements in posttest scores compared with control groups. AI technologies—particularly machine learning and generative AI—enhance gamification by enabling adaptive difficulty, personalised feedback, intelligent content generation, and automated assessment. However, the evidence base remains methodologically heterogeneous, and robust randomised controlled trials are scarce. Conclusions: AI-enhanced gamification represents a pedagogically sound and practically scalable approach to pharmacology education. Integrating generative AI tools into gamified platforms addresses longstanding barriers of faculty time, content creation, and scalability. Future research should prioritise rigorous experimental designs, standardised outcome measures, and evaluation of long-term retention.

Keywords

Artificial intelligence; gamification; pharmacology education; medical education; serious games; adaptive learning; knowledge retention; active learning

Full Text

HTML full text is not available. Refer to the PDF galley.