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Gamified Learning among Medical Undergraduates using Digital Platforms: A Quasiexperimental Study
Aditi Mohta1, Sudesh Prajapathi2, Swarna Rastogi3
1Department of Community Medicine, People's College of Medical Sciences and Research Centre, People's University, Bhopal, Madhya Pradesh, India.
Summary
Digital gamification in medical education is well-received by students. Most participants favored gamified learning, with higher interest and engagement reported by junior medical students.
Area of Science:
- Medical Education
- Digital Learning
- Community Medicine
Background:
- Digital gamification in medical education is an underexplored area, particularly in community medicine.
- Gamified learning utilizes game elements to enhance learning behaviors and outcomes.
Purpose of the Study:
- Assess medical students' perceptions of gamified learning.
- Determine student preference for individual versus team-based participation.
- Compare user experience across different digital gamification platforms.
Main Methods:
- A quasiexperimental study involving 292 medical students (Phase II and III) in North India.
- Utilized six digital platforms for team-based (Classmarker, Nearpod) and individual (Formative, Google Forms, Quizizz, Slido) gamified quizzes.
- Collected feedback via semistructured questionnaires and analyzed qualitatively and quantitatively.
Main Results:
- Over 75% of students perceived gamification favorably.
- Phase II students reported significantly higher interest (92.3%) and engagement (87.4%) compared to Phase III.
- A minority (26.4%) preferred team-based participation, with higher preference in the junior batch (35.7%).
- Formative and Slido platforms received the highest user ratings (median score 9/10).
Conclusions:
- Gamified learning is a well-received adjunct to traditional medical pedagogy.
- Digital gamification shows promise for enhancing engagement and interest in community medicine education.