Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education
Undergraduate Pharmacy students at Newcastle University reported difficulties with immunology topics, prompting the development of supportive seminar sessions. To determine the optimal teaching strategy, an experimental design was implemented over four academic years (2018–2022). In 2018–2020, half...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-07-01
|
| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1601835/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849428818126700544 |
|---|---|
| author | Alessio Iannetti Alessio Iannetti |
| author_facet | Alessio Iannetti Alessio Iannetti |
| author_sort | Alessio Iannetti |
| collection | DOAJ |
| description | Undergraduate Pharmacy students at Newcastle University reported difficulties with immunology topics, prompting the development of supportive seminar sessions. To determine the optimal teaching strategy, an experimental design was implemented over four academic years (2018–2022). In 2018–2020, half of the cohort participated in immunology seminars structured around open-ended group discussions, while the other half engaged in a competitive, team-based adaptation of Who Wants to Be a Millionaire?. The hypothesis was that the interactive, competitive nature of the game would enhance knowledge retention, student engagement and stimulation to teamwork. Students completed a pre-test (12 MCQs) before the main seminar activity and a post-test (six repeated and six new MCQs) to assess knowledge gain. A feedback form measured student perceptions of engagement and teamwork. In 2020–2022, due to the transition to online teaching, a mixed approach was adopted: all students participated in open-ended group discussions, but the MCQ pre-test and post-test assessments were gamified with a leaderboard. Results showed a statistically significant improvement in pre- to post-test scores across all formats, indicating that both game-based and traditional seminar approaches effectively supported knowledge retention. However, student feedback highlighted greater engagement and a stronger appreciation for teamwork in the game-based format. These findings suggest that game-based learning can enhance student motivation while maintaining learning outcomes achievements, supporting its integration into STEM curricula to promote active participation and teamwork skills. |
| format | Article |
| id | doaj-art-fa8a09940aeb47fab16819d6aa3a8f77 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-fa8a09940aeb47fab16819d6aa3a8f772025-08-20T03:28:33ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-07-011010.3389/feduc.2025.16018351601835Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology educationAlessio Iannetti0Alessio Iannetti1School of Biomedical, Nutritional and Sport Sciences, Newcastle University, Newcastle Upon Tyne, United KingdomSchool of Pharmacy, Newcastle University, Newcastle Upon Tyne, United KingdomUndergraduate Pharmacy students at Newcastle University reported difficulties with immunology topics, prompting the development of supportive seminar sessions. To determine the optimal teaching strategy, an experimental design was implemented over four academic years (2018–2022). In 2018–2020, half of the cohort participated in immunology seminars structured around open-ended group discussions, while the other half engaged in a competitive, team-based adaptation of Who Wants to Be a Millionaire?. The hypothesis was that the interactive, competitive nature of the game would enhance knowledge retention, student engagement and stimulation to teamwork. Students completed a pre-test (12 MCQs) before the main seminar activity and a post-test (six repeated and six new MCQs) to assess knowledge gain. A feedback form measured student perceptions of engagement and teamwork. In 2020–2022, due to the transition to online teaching, a mixed approach was adopted: all students participated in open-ended group discussions, but the MCQ pre-test and post-test assessments were gamified with a leaderboard. Results showed a statistically significant improvement in pre- to post-test scores across all formats, indicating that both game-based and traditional seminar approaches effectively supported knowledge retention. However, student feedback highlighted greater engagement and a stronger appreciation for teamwork in the game-based format. These findings suggest that game-based learning can enhance student motivation while maintaining learning outcomes achievements, supporting its integration into STEM curricula to promote active participation and teamwork skills.https://www.frontiersin.org/articles/10.3389/feduc.2025.1601835/fullgamificationimmunologyteamworkengagementactive-learning |
| spellingShingle | Alessio Iannetti Alessio Iannetti Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education Frontiers in Education gamification immunology teamwork engagement active-learning |
| title | Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education |
| title_full | Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education |
| title_fullStr | Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education |
| title_full_unstemmed | Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education |
| title_short | Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education |
| title_sort | who wants to be a millionaire a game based approach to enhancing engagement and teamwork in immunology education |
| topic | gamification immunology teamwork engagement active-learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1601835/full |
| work_keys_str_mv | AT alessioiannetti whowantstobeamillionaireagamebasedapproachtoenhancingengagementandteamworkinimmunologyeducation AT alessioiannetti whowantstobeamillionaireagamebasedapproachtoenhancingengagementandteamworkinimmunologyeducation |