Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study

Abstract

BackgroundTo intrinsically motivate students in the long term, longitudinal e-learning systems combined with repeated testing and competitive gamification seem promising. The effects of this approach have never been closely examined in the field of evidence-based medicine. The authors investigated if a simple, competitive learning application enhances students’ risk competence and intrinsic motivation.MethodsParticipants were 5.-9. semester medical students (n = 48), recruited in an elective evidence-based medicine subject and randomly distributed to two groups (group 1: n = 23; group 2: n = 25). Both accessed a competitive evidence-based medicine quiz game. Following a cross-over design, each group practiced with one of two thematically different questionnaires A or B, before the allocation switched after one month. To analyse whether there was a measurable learning effect in the practiced topics, a paired t-test was performed with quantitative data from 3 e-tests. Students further reported their experience in evaluation surveys.ResultsStudents’ improvements in e-test scores after training with the corresponding topics in the learning application can be attributed to chance. Even though the majority enjoyed playing and felt motivated to study, they invested a minimum of time and rejected competition.ConclusionThe authors found no evidence for benefits of the investigated learning programme on students’ risk competence or on their internal motivation. The majority disapproved the competitive concept, indicating adverse side effects of the applied gamification element. To intrinsically motivate more students, prospective learning programmes should favour complex and collaborative programmes over simple and competitive ones.