Outcomes of a Foundational Sciences Daily Engagement Game in Medical Education

Daily engagement games are widely used as motivational tools in applications ranging from language learning to medical licensing board preparations. In medical education, continuous engagement with basic science concepts has benefits for the understanding of complex clinical correlations and the development of adaptive learning skills. This study was designed to determine if medical students respond positively to biochemistry and genetics daily engagement games and if the games have measurable effects on learning. The study employed a quasi-experimental pretest-posttest design with voluntary participation. Response to the intervention was assessed through a post-intervention survey. Grade differences before and after the intervention were measured as learning outcome, thereby controlling for baseline academic ability. Other factors assessed were engagement with course materials and practice quizzes as well as performance in a parallel challenging course. A total of 445 students participated in four games over the course of 2 years. Student reactions were overwhelmingly positive with participation rates holding steady, first-round participants eager to participate in a second round, and participants agreeing that the game was an efficient way to prepare for exams. However, linear regression models and participant/non-participant group comparisons failed to show correlations of grade differences with game participation and/or overall course engagement. The foundational question-of-the-day games were well-received by students and proved to be popular additions to the curriculum. While the data do not support the hypothesis that game participation improves learning outcomes, it is evident that participation also does not negatively impact students' performance.