Thanks to an increasingly diverse and sophisticated collection of educational games and simulations, students at nearly all levels of schooling are continuing to learn through digital interaction, experimentation, and skill-building.

There is a difference between gamification and game-based learning but both are common in many K–12 classrooms and are even fixtures in many graduate programs as well, especially in fields like medicine, education, and business. Though only some graduate programs rely heavily on games, the growing presence of serious games and immersive simulations is expanding the way professional students engage with complex material in controlled environments. Below are several examples of how gaming is being used in graduate education today, including some long-standing programs and newer approaches.

Bristol University: Paul Howard-Jones, a professor of neuroscience at Bristol University, remains an advocate for incorporating game-based methods into instruction. His TWIG (Teaching With Immersive Gaming) method, used in educational neuroscience courses, continues to be a reference point for game-based learning strategies. While mobile devices and game mechanics were once considered distractions, they are now widely recognized for their potential in supporting student motivation and engagement across disciplines.

University of Connecticut: Game-based learning remains part of language instruction at UConn, where programs like Operation Lapis have introduced Latin through narrative-based, interactive learning. Originally developed by graduate student Karen Zook and supported by faculty like Roger Travis, the program helped reshape how classical languages are taught, particularly by using storytelling and decision-making to support comprehension and retention. While the specific game has evolved or been replaced, the model of interactive historical role-playing continues to influence classical studies programs.

University of Pennsylvania, Wharton School of Business: Wharton’s Alfred West Jr. Learning Lab has long led efforts to integrate gaming into business education. The lab’s portfolio has grown to include dozens of simulations that teach MBA students core concepts in economics, management, finance, and marketing. These games simulate real-world business scenarios, encouraging students to explore decision-making under pressure, collaboration, and strategic thinking. Today, these simulations are often delivered in web-based environments and increasingly feature real-time analytics for instructors.

University of South Carolina, Moore School of Business: At the Moore School, MBA students still engage in simulations that model operations and marketing challenges. These games support experiential learning and help translate abstract business theory into more tangible, applied practice. Simulations are also used as performance assessments in some courses.

Harvard Medical School: Harvard remains involved in developing and using simulation games in healthcare education. Dr. Bryan Bergeron’s work on health care-related games contributed to a growing trend in which games and simulations are used to help medical students visualize and practice patient care. Today, immersive simulations—often using VR—are part of case-based learning at Harvard and similar institutions. These tools support clinical reasoning and provide exposure to rare or complex scenarios.

Florida State University College of Medicine: ElderQuest, a role-playing game that introduces students to the principles of geriatric care, is one of the earlier examples of narrative-based medical education. While ElderQuest may no longer be in wide use, the department continues to integrate simulation into its geriatrics curriculum, and narrative-based decision-making tools remain part of how medical students are trained in patient empathy and long-term care.

Duke University Medical Center: Duke’s Human Simulation and Patient Safety Center has expanded its use of simulation in clinical training. Director Jeffrey Taekman and colleagues have long emphasized the value of consequence-free environments, and today, these include high-fidelity patient mannequins, VR environments, and hybrid simulations that combine live actors and digital tools. The center also participates in ongoing research about the outcomes of simulation-based instruction.

University of Minnesota Medical School: The university continues to support research into the impact of educational games on learning. Their earlier work on psychopharmacology games helped highlight how games can increase learner engagement. Current initiatives at Minnesota include mixed-reality simulations and the use of branching logic case studies that mirror game-like structures.

Queen’s University: The Clinical Simulation Centre at Queen’s continues to train students using lifelike mannequins that simulate childbirth, cardiac arrest, and other medical events. Video game-inspired tools are also part of surgical training. The goal remains the same: prepare students through repetition and exposure before they encounter real patients.

University of British Columbia: UBC’s MedIT program has expanded its offerings to include more robust digital simulations and hybrid online learning tools. Simulation-based diagnostic training is used not only in medicine but increasingly in pharmacy, nursing, and physical therapy. These resources help reduce travel needs for students in remote areas and support asynchronous learning models.

MIT: MIT’s Education Arcade remains a hub for the development of learning games. Its research has supported the design of games that address everything from science concepts to systems thinking. The Sloan School of Management still uses simulations like Platform Wars, and newer projects have incorporated behavioral economics, sustainability modeling, and digital ethics. The focus remains on using interactive systems to model real-world complexity.

European Institute of Business Administration (INSEAD): While Second Life has declined in educational use, INSEAD and other institutions continue to experiment with virtual environments to facilitate global collaboration. Today, VR meeting spaces, collaborative online whiteboards, and multiplayer strategic simulations are more common tools for MBA students working across campuses.

Charles University in Prague: The Laboratory of Biocybernetics continues to explore simulations of physiological systems. While their initial browser-based games have evolved, the focus on modeling bodily functions and clinical reasoning through interactive environments remains.

University of Washington: UW’s Foster School of Business has expanded its business simulation offerings, building on early work that began in the 1950s. Recent partnerships have resulted in simulations that draw on real business case studies and allow students to experience scaled consequences based on decisions they make during gameplay. These tools are used in both core and executive MBA programs.

Medical College of Georgia: Simulations developed in collaboration with BreakAway Games have been refined and updated over the years. Dental education continues to rely on simulation for diagnostics and procedural practice, with more realistic visual feedback and enhanced interactivity.

Texas A&M University, Corpus Christi: Pulse!!, once a pioneering simulation for healthcare education, laid the groundwork for what is now a suite of digital clinical training programs. While the original platform may no longer be in widespread use, similar simulation tools are now standard in nursing and allied health programs at Texas A&M and beyond.

University of Central Florida: The STAR Classroom Simulator remains a reference point for immersive teacher training. Today, mixed-reality platforms and AI-powered avatars have further enhanced the realism of such tools. UCF’s College of Education continues to lead in preparing teachers using simulation-based behavioral practice.

Armed Forces Simulation Institute for Medicine (AFSIM): AFSIM continues to lead in developing military medical simulations. The tools developed—including Healthcare Caesar and incident response games—are now used in a broader array of military and civilian settings. Many of these simulations have migrated to VR platforms and are designed for mobile and remote deployment.

As graduate education continues to evolve, the role of gaming and simulation is no longer experimental—it is integral to how students learn, practice, and prepare for professional roles in increasingly complex environments.