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