Augmented reality and gamification in pharmacy education: A call for implementation in African countries and other low resource settings

Background: Augmented reality (AR) and gamification, which involve the use of mobile devices, tablets, and laptops to enhance learning experiences, are relatively new in tertiary education. This article calls for the implementation of AR and gamification in pharmacy education in African countries and other low-resource settings. Method: A search strategy was conducted using the following keywords: 'gamification', 'augmented reality', 'game-based learning', 'pharmacy education', 'African Countries' and 'low resource settings' on PubMed, PubMed Central and Google Scholar databases. Results: Pharmacy students in African countries and other low resources settings face challenges which include: a limited number of lecturers, underdeveloped infrastructure, paucity of knowledge, and restricted educational resources coupled with a lack of pedagogy related to teaching courses. Incorporation of AR and gamification systems into their learning process will enhance student motivation and understanding. Conclusion: Pharmacy schools and concerned stakeholders in African countries and other low-resource settings should consider the rapidly evolving technology by developing appropriate and productive AR and game-based learning concepts that would enhance learning experiences, given its numerous benefits.