Effectiveness of game-based learning: A cross-sectional study on phase 1 medical students

Abstract

Background: In the past, teaching and learning methods mainly focused on content in knowledge rather than a learning experience. Nowadays, there has been an increased use of playful approaches to teaching and learning. Game-based learning (GBL) playfully engages with educational materials. We employed two game-based applications (Kahoot and Quizizz) and the traditional method of learning using multiple-choice questions (MCQs) and compared their efficacy in providing fun-based productive learning to medical students. Methodology: A cross-sectional study. Two hundred and fifty-two Phase 1 undergraduate medical students were included in the study. They were given three different assessment methods: paper-based MCQs, Quizizz, and Kahoot! Each method contained 10 questions. All students were encouraged to complete all three quiz methods. We conducted this study for 6 months. After 6 months, the students were given a questionnaire prepared on a Likert scale to evaluate students' perception of concentration, engagement, enjoyment, and satisfaction of students. Results: P <0.05 indicated that there was a difference in average scores between the three methods (traditional quiz method, Quizizz, and Kahoot method). 96% of the students agreed that repeated attempts of doing the Quizizz in the app led to improvement in their long-term memory. The mean score of the student is highest in Kahoot! 53% of the students stated that image-based quiz was an interesting area. 92% of students felt that the live Quizizz was fun and interesting. Conclusion: A significant number of medical students enjoyed GBL since they can interact with one another and got motivated during the live Quizizz and Kahoot sessions. At the same time, students using the traditional method of learning were neither motivated nor enjoyed and hence we can utilize these game-based tools for teaching medicine and they can be used as a formative assessment tool too.