Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores
Background: Gamification in academic settings is a specific type of Technology Enhanced Assessment (TEA) designed to engage learners in an interactive learning environment and increase motivation. Objective: To explore the role of gamification in improving the academic performance of medical stude...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Liaquat National Hospital and Medical College
2025-04-01
|
| Series: | Liaquat National Journal of Primary Care |
| Subjects: | |
| Online Access: | https://journals.lnh.edu.pk/lnjpc/pdf/f4fa7e63-d487-48f6-a883-1d6be86fd16e.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850184355599613952 |
|---|---|
| author | Madiha Ata Shazia Irum Fahad Azam Abida Shaheen Shahzad Riyaz Muhammad Waqas Rabbani |
| author_facet | Madiha Ata Shazia Irum Fahad Azam Abida Shaheen Shahzad Riyaz Muhammad Waqas Rabbani |
| author_sort | Madiha Ata |
| collection | DOAJ |
| description | Background: Gamification in academic settings is a specific type of Technology Enhanced Assessment (TEA) designed to engage
learners in an interactive learning environment and increase motivation.
Objective: To explore the role of gamification in improving the academic performance of medical students in Pakistan.
Methods: A mixed-methods approach was employed for the present study, which was conducted from March to May 2022.
251 medical students attempted a formative assessment through online platforms with and without gamification. Students were
interviewed for the collection of qualitative data.
Results: Among the study participants, 54.2% were males and 45.8% were females, with a mean age of 19.26±1.14 years and
20.16±0.96 years in the first and second-year MBBS students respectively. The findings revealed a significant gender difference in
test scores between students who used gamified and non-gamified assessment tools. However, the comparison of mean formative
assessment scores with and without gamification did not yield statistically significant results. Overall, the students had a good
perception of the introduction of gamification in assessment and expressed a desire to experience it more frequently.
Conclusion: Gamified assessments can improve academic outcomes by promoting engagement and can mitigate gender disparities
in assessment scores. Further research is warranted to explore the specific mechanisms by which gamification influences learning
outcomes and to investigate its effectiveness across diverse student populations. |
| format | Article |
| id | doaj-art-d0e0161ff2ca4fb79faa8a96132d81fb |
| institution | OA Journals |
| issn | 2707-3521 2708-9134 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Liaquat National Hospital and Medical College |
| record_format | Article |
| series | Liaquat National Journal of Primary Care |
| spelling | doaj-art-d0e0161ff2ca4fb79faa8a96132d81fb2025-08-20T02:17:04ZengLiaquat National Hospital and Medical CollegeLiaquat National Journal of Primary Care2707-35212708-91342025-04-017213013410.37184/lnjpc.2707-3521.7.30Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test ScoresMadiha Ata0Shazia Irum1Fahad Azam2Abida Shaheen3 Shahzad Riyaz4Muhammad Waqas Rabbani5Department of Health Professions Education, Indus University of Health Sciences, Indus Hospital & Health Network, Karachi, PakistanDepartment of Health Professions Education, Shifa College of Medicine, Shifa Tameer-e-Millat University, Islamabad, PakistanDepartment of Pharmacology and Therapeutics, Shifa College of Dentistry, Shifa Tameer-e-Millat University, Islamabad, PakistanDepartment of Pharmacology & Therapeutics, Shifa College of Medicine, Shifa Tameer-e-Millat University, Islamabad, PakistanDepartment of Gastroenterology, Shifa International Hospital, Islamabad, PakistanDepartment of Behavioral Sciences, Shifa College of Medicine, Shifa Tameer-e-Millat University, Islamabad, PakistanBackground: Gamification in academic settings is a specific type of Technology Enhanced Assessment (TEA) designed to engage learners in an interactive learning environment and increase motivation. Objective: To explore the role of gamification in improving the academic performance of medical students in Pakistan. Methods: A mixed-methods approach was employed for the present study, which was conducted from March to May 2022. 251 medical students attempted a formative assessment through online platforms with and without gamification. Students were interviewed for the collection of qualitative data. Results: Among the study participants, 54.2% were males and 45.8% were females, with a mean age of 19.26±1.14 years and 20.16±0.96 years in the first and second-year MBBS students respectively. The findings revealed a significant gender difference in test scores between students who used gamified and non-gamified assessment tools. However, the comparison of mean formative assessment scores with and without gamification did not yield statistically significant results. Overall, the students had a good perception of the introduction of gamification in assessment and expressed a desire to experience it more frequently. Conclusion: Gamified assessments can improve academic outcomes by promoting engagement and can mitigate gender disparities in assessment scores. Further research is warranted to explore the specific mechanisms by which gamification influences learning outcomes and to investigate its effectiveness across diverse student populations.https://journals.lnh.edu.pk/lnjpc/pdf/f4fa7e63-d487-48f6-a883-1d6be86fd16e.pdfgamificationformative assessmentengagementmotivationgender differencestest anxiety. |
| spellingShingle | Madiha Ata Shazia Irum Fahad Azam Abida Shaheen Shahzad Riyaz Muhammad Waqas Rabbani Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores Liaquat National Journal of Primary Care gamification formative assessment engagement motivation gender differences test anxiety. |
| title | Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores |
| title_full | Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores |
| title_fullStr | Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores |
| title_full_unstemmed | Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores |
| title_short | Gamifying Assessments in Medical Education: Impact of Gamification on Student’s Test Scores |
| title_sort | gamifying assessments in medical education impact of gamification on student s test scores |
| topic | gamification formative assessment engagement motivation gender differences test anxiety. |
| url | https://journals.lnh.edu.pk/lnjpc/pdf/f4fa7e63-d487-48f6-a883-1d6be86fd16e.pdf |
| work_keys_str_mv | AT madihaata gamifyingassessmentsinmedicaleducationimpactofgamificationonstudentstestscores AT shaziairum gamifyingassessmentsinmedicaleducationimpactofgamificationonstudentstestscores AT fahadazam gamifyingassessmentsinmedicaleducationimpactofgamificationonstudentstestscores AT abidashaheen gamifyingassessmentsinmedicaleducationimpactofgamificationonstudentstestscores AT shahzadriyaz gamifyingassessmentsinmedicaleducationimpactofgamificationonstudentstestscores AT muhammadwaqasrabbani gamifyingassessmentsinmedicaleducationimpactofgamificationonstudentstestscores |