Gamification Tools Research Articles

Open-Source Gamification Plug-Ins: A Study on Usability and User Preferences

In the current educational environment, e-learning and online education have gained significant prominence, especially highlighted during the COVID-19 pandemic when their importance increased dramatically. Empirical evidence highlights the undeniable benefits of online learning, with learners globally appreciating the flexibility to access course materials at their convenience, free from geographic or time constraints. Despite many companies’ efforts to support online education, some educators are hesitant to adopt this new approach fully. Their concerns revolve around whether online instruction can match traditional classroom teaching's effectiveness, coupled with worries about the financial costs involved in transitioning and the extensive work needed to digitise course materials. Despite these challenges, the integration of plug-ins such as gamification plugins emerges as a transformative force in online education. Gamification plug-ins play a crucial role in infusing gamified elements and mechanics into online courses or digital content, thereby enhancing engagement, motivation, and overall learning experiences. Gamification involves applying game design principles, such as points, badges, leaderboards, challenges, and rewards, to non-game contexts like education or business. In contemporary application, gamification has evolved to include explicit game elements such as quizzes, puzzles, narratives, and mini-game techniques as complementary components in enhancing existing online learning environments. By integrating gamification plug-ins into e-learning platforms or content, educators can create a more interactive and enjoyable learning environment, ultimately leading to improved retention and participation. Thus, in the face of the challenges posed by the transition to online learning, strategically incorporating gamification plug-ins presents a promising approach to addressing concerns regarding efficacy and learner engagement in virtual classrooms. This paper aims to explore the efficacy of specific gamification plug-ins through the evaluation of open-source gamification plug-ins from a user-centric perspective, focusing on their usability and appropriateness. By employing both qualitative and quantitative data collection methods, the research seeks to uncover the reasons behind user preferences and prioritise the plug-ins that best support engagement and functionality in their intended applications. Specifically, the study includes an in-depth review of the relevant literature on gamification in education to position the current investigation within a broader academic context. The gamification tools are assessed by VET trainers, learners, and other stakeholders across five European countries—Poland, Italy, Greece, Cyprus, and the United Kingdom (n=258)—to address the need for practical, effective, and open-source gamification solutions compatible with popular LMS/CMS platforms. This study advances the field by offering a systematic analysis of widely used gamification plug-ins and providing new insights into how these tools can be applied to foster learner engagement. By situating the findings in the context of prior research, this paper highlights how gamification contributes to learning outcomes in ways that have not been sufficiently explored, filling an existing gap in the literature. The research questions aim to identify the most user-friendly open-source plug-ins for gamification and determine their usefulness in creating interactive learning content. Ultimately, these insights can inform the design of more engaging e-learning platforms, improving retention and participation rates.

THE INFLUENCE OF GAMIFICATION ON STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT: INSIGHTS FROM A PRE-EXPERIMENTAL STUDY

Educators continue to explore how to adapt to the needs of he technology and formulate learning curricula that can greatly affect learners' motivation to study among different learners' learning styles. However, there is a lack of research examining the relationship between gamification tools and their impact on academic performance and motivation across various learning styles, particularly in secondary education within international school settings. Therefore, this pre-experimental research aims to explore the learning style and motivation of secondary school students in international schools and the relationship between the integration of gamification tool in the classroom and academic performance. A total of 25 Year 7 secondary school students from the Mandarin Advance class of an international school in Johor Bahru were recruited to participate in this study. All of them were given the links to Google Forms to access the questionnaire, which included demographical questions, VAK Learning Styles, Motivation (ARCS) and Quizizz Preference Questionnaire. Wilcoxon and Kruskal-Wallis tests were applied to investigate the differences between the variables. The results revealed significant differences between students' academic performance and motivation element (Satisfaction) after using Quizizz. However, there is no significant difference in academic performance and motivation among different learning styles after using Quizizz. Research also found no relationship between motivation level and academic performance among different students' learning styles. However, students believe that Quizizz is very interesting and useful in learning, so schools and teachers can better use Quizizz to guide students in the classroom by understanding students' learning methods, thereby improving students' motivation to learn. Future researchers will be able to refer to the limitations and recommendations if they conduct similar research.

Exploring Chinese Elementary Teachers’ Perceptions and Implementations of Gamification in Online EFL Classrooms

This study investigates Chinese elementary teachers’ perceptions and implementations of gamification in online English as a Foreign Language (EFL) classroom. Using a mixed-methods approach, data were collected through a questionnaire (N = 140) and semi-structured interviews (N = 7). Teachers’ perceptions of gamification were analyzed across three dimensions: technological, cognitive, and pedagogical. Technologically, the results revealed that most teachers perceived gamification tools on the ClassIn platform as user-friendly and engaging, although limited in variety. Cognitively, teachers recognized gamification’s potential to enhance motivation and engagement, but expressed concerns about its potential to distract students. Pedagogically, while gamification was perceived as a complement to traditional teaching methods and a means to foster student-centered learning, it posed challenges such as increased workload and difficulties aligning activities with academic goals. Regarding implementation, gamification was most frequently used in vocabulary and reading activities, whereas its use in writing and listening activities was limited due to higher cognitive demands. Key challenges included managing students’ negative emotions from competition, addressing parental skepticism, overcoming technical and classroom management barriers, allocating sufficient time for effective implementation, and adapting gamification tools to diverse student needs. Key factors shaping implementation included student characteristics and content suitability. The results emphasize the need for tailored professional development, adaptive gamification strategies, and institutional support to maximize the benefits of gamification while addressing its challenges. This study offers actionable insights for enhancing teaching practices and improving student engagement in online EFL classrooms.

Incorporating circular economy in the architectural design process: design methodology using gamification tools

Incorporating circular economy in the architectural design process: design methodology using gamification tools

Running Towards a Better Brand Attitude: How Gamification in Nike Run Club Can Help?

AbstractThe dynamics of the knowledge-based economy are intrinsically linked to the concept of gamification, which has been increasingly discussed in the context of companies’ marketing strategies. It is therefore necessary to understand how gamification can be strategically applied in different contexts to increase the performance and competitiveness of companies. This paper aimed to analyze how gamification impacts customers’ intention to participate in the gamification process and how this strategy influences customers’ attitudes towards the brand. Multiple linear regression analyses were conducted in a sample of 238 Portuguese consumers using the Nike Run Club application. The study revealed that gamification can be an effective tool to increase users’ interaction with brands. Perceived usefulness, perceived social influence, engagement intention and gamification performance were identified as the main predictors of gamification on brand attitude. Furthermore, social interaction is a key factor for the success of game systems, which should promote interaction between communities of players to share functionality and solve task problems. It was observed that attitude towards the brand is positively influenced by factors such as usefulness, perceived ease of use, social influence, intention to get involved, and gamification of performance, especially when these are mediated by the sensation of pleasure. This finding points to the importance of these elements in shaping consumers’ perceptions of brands. To maximize engagement with brands, gamification tools should allow sharing content and tasks, promoting discussions and broadening the connection between the gamers community. It is important to consider technological resources and innovation in the design of gamification tools, as well as to meet the different expectations of consumers, allowing different tasks and high connection between different information-sharing channels. This study contributes to the development of knowledge in gamification on brand attitude. Practical implications have been suggested to guide companies in implementing a successful gamified marketing strategy.

Gamification and its benefits for English vocabulary development in preschool children

This study explores the impact of gamification on the development of English vocabulary in preschool children aged 4-6 at "Cinco de Octubre" school in Ecuador. Gamification incorporates elements such as points, rewards, and challenges into educational settings, fostering engagement, motivation, and self-directed learning. The research employs a qualitative design, collecting data from ten teachers experienced in using gamification tools for English instruction. Results highlight the positive effects of gamified activities, including enhanced student motivation, active participation, and improved vocabulary retention. Teachers reported significant academic improvements, with students exhibiting increased enthusiasm for learning English as a foreign language. Popular gamified methods included interactive storytelling, matching games, and competitive activities, which helped students connect learning with enjoyment. However, findings also acknowledge potential challenges, such as the need for tailored activities to accommodate diverse student needs and access to technology. The study concludes that gamification is a powerful tool in early language education, enabling dynamic and meaningful learning experiences. Recommendations are offered for educators and curriculum developers to integrate gamified approaches effectively, emphasizing their role in fostering linguistic skills and broader cognitive, social, and emotional development. Future research could investigate the long-term impacts of gamification and its application in low-technology environments to ensure inclusive education.

EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning

Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perceptions of the educational environment. The findings revealed that the students generally have a positive perception of Kahoot! as a gamification tool in the English learning process. The interactive and competitive nature of the quizzes increases students' motivation and engagement in the learning process, which can enhance students' engagement and motivation in the classroom. The students generally perceive Kahoot! as an effective, fun, and effective educational environment that enhances students' learning experience and creates a vibrant and engaging classroom environment. By combining motivation, collaboration, competition, fun, interest, excitement, and an energetic environment, Kahoot! can enhance the English learning experience, promote interaction and collaboration, and offer customizable features.

An innovative gamification tool to enhance intercultural competence and self-efficacy among healthcare professionals caring for vulnerable migrants and refugees

BackgroundThe growing number of vulnerable migrants and refugees (VMRs) in the European Union presents challenges to healthcare systems, emphasizing the need for enhanced intercultural competence training for healthcare professionals. Educational escape rooms, using gamification-based principles, may offer an innovative solution to improve these competencies.ObjectiveThis pilot study evaluates the acceptability and preliminary effectiveness of an educational escape room aimed at improving intercultural competence, self-efficacy, and knowledge among healthcare students and professionals caring for VMRs.MethodsA pre-post, single-group pilot study was conducted with 101 healthcare students and professionals, recruited through convenience sampling. Participants engaged in an educational escape room simulating a migratory crisis, designed to foster collaborative problem-solving under pressure. A newly validated questionnaire was administered before and after the intervention to measure changes in intercultural competence, self-efficacy, and knowledge. Paired t-tests were used to analyze pre-post differences, and thematic analysis explored participant feedback on the learning experience and the acceptability of the intervention.ResultsSignificant improvements were observed in intercultural competence (d = 1.13, p < 0.001), self-efficacy (d = 0.38, p = 0.001), and knowledge (d = 1.19, p < 0.001). Participants reported high engagement, satisfaction, and an enhanced understanding of healthcare challenges related to VMRs. The escape room was deemed acceptable.ConclusionsThis pilot study provides evidence of the acceptability and effectiveness of an educational escape room in enhancing intercultural competence, self-efficacy, and knowledge. Further research with larger, more rigorous studies is recommended to confirm these findings and explore scalability.

Gamification Elements in a Virtual Learning Environment (VLE)

This paper explores the role of gamification in online courses and demonstrates three applications of gamification in a virtual learning environment (VLE). The research evaluates the effect that these gamification tools can have on the student's perception of their learning, affective responses towards the course and motivation. Three different cases are demonstrated using experience points, badges, and the progress bar in Moodle. Finally, students' responses to these elements and future expansion of gamification in these courses are discussed. The value and contribution of these cases is that it demonstrates how to successfully implement these gamification elements and how to use it effectively within the VLE to promote learning, and advance motivation and participation. Students reported improvements in learning efficacy, motivation, affective perception and self-efficacy through the use of Moodle gamification elements. This research is original as the approach is novel within the institution and to the student body in general.

Повышение производительности труда с помощью внедрения инструментов геймификации в систему мотивации персонала

One of the most important factors determining competitiveness, economic growth, wealth and standard of living of the population is labor productivity, therefore, the search for new mechanisms and tools to improve it is an urgent research task. With the development of technology and the digital transformation of business processes, the ways of motivation are also changing. Differences in the perception of information by representatives of different generations force employers to look for ways that allow them to motivate employees most effectively. This is especially important in conditions of personnel shortage and high competition for qualified personnel. The article examines various theories of generations, as well as their relationship with the stages of technological structures, and provides an analysis of studies revealing the structure of career motivation of employees of different generations. Generational values and needs are presented, and gamification tools that contribute to the growth of employee productivity are proposed, also the attitude of representatives of different generations to the introduction of robotic systems and artificial intelligence technologies is analyzed.

A system dynamics gamification tool to enhance supply chain resilience in times of disruptions

AbstractIn recent years, significant disruptive events have stressed the global business environment and supply chains worldwide, and these events have become more disturbing and frequent. Consequently, organisations have been facing many troubles in different echelons of their supply chains, such as high inventory stockouts or unplanned supply and recovery costs, significantly affecting their performance and stability. Accordingly, strategists must acknowledge enterprise and supply chain resilience as a vital competence in organisational strategies and ploys to guide decision-makers when dealing with disruptive events. This work aims to help organisations develop a powerful approach for testing and improving a decision-making process to minimise stockouts, through a simulation game that considers essential supply chain components, such as suppliers, products, and disruptive events, coexisting in a dynamic system. Upon implementing the proposed game within an organisation, the main expected outcomes include: (i) enhanced decision-making capabilities; (ii) increased awareness and preparedness to address disruptive events; (iii) improved practical understanding of resilient supply chain management practices; (iv) cost-effective training and awareness-building; and (v) repetitive learning opportunities, thereby enhancing supply chain management and resilience. The game’s simplicity is crucial to ensure that this tool remains accessible and practical for its intended audience, as excessive complexity may potentially discourage its use.

Gamification as an e-learning tool: A Literature Review

The purpose of the article is to highlight the status of gamification of the educational process as an element of e-learning. The use of the game space in the educational process requires compliance with a number of specific conditions, so the task of the study is to determine the organisational and functional characteristics of gamification. The methodology involves the use of the principles of qualitative research, which analyses scientific views (53 sources were analysed) on the use of gamification in the educational process. The systematic literature review is conducted using the PRISMA 2020 flowchart, which allowed for a variable selection of sources relevant to the study of the current problem. The results of the study indicate the following trends in the positioning of gamification tools in the e-learning cluster: auxiliary status of gamification (42%), reinforcing status of the game factor (39%), alternative status of game-based learning (15%), negative feedback on the actualisation of gamification (4%). The literature review confirms the trend of involving a game case in the educational paradigm. At the same time, the role and format of gamification does not have a clear algorithm for implementation and functioning in learning activities, which indicates the need to streamline this cluster of e-learning. The scientific and pedagogical discourse today does not have a clear answer to the general positioning of gamification in the educational system. Institutionally, gamification is enshrined in educational strategies due to global trends in the digitalisation of society, but at the organisational and functional level, there are contradictions about the status of the game space in the structure of e-learning. The study identified two cases of game-based learning platforms in the innovative educational space: an autonomous online game-based learning format (54%) and a game tool as an element of the digital learning environment (46%). The scientific novelty of the study is focused on the correlation of indicators of quantitative increase in the level of gamification and qualitative indicators of the effectiveness of this e-learning case. Prospects for scientific research are focused on developing a strategy for the development of gamification in the educational sphere in general and in the context of e-learning in particular. Conclusion. Thus, gamification has gained positions in the e-learning system and is forming its own niche in the educational paradigm. The rapid digitalisation of the socio-cultural space causes the diversity and disorder of the organisation of the e-learning game case (especially in the context of the educational and pedagogical status), which is expressed in the scientific discourse of the last five years.

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

Digital Gamification Tool (Let's Control Flu) to Increase Vaccination Coverage Rates: Proposal for Algorithm Development.

Influenza represents a critical public health challenge, disproportionately affecting at-risk populations, including older adults and those with chronic conditions, often compounded by socioeconomic factors. Innovative strategies, such as gamification, are essential for augmenting risk communication and community engagement efforts to address this threat. This study aims to introduce the "Let's Control Flu" (LCF) tool, a gamified, interactive platform aimed at simulating the impact of various public health policies (PHPs) on influenza vaccination coverage rates and health outcomes. The tool aligns with the World Health Organization's goal of achieving a 75% influenza vaccination rate by 2030, facilitating strategic decision-making to enhance vaccination uptake. The LCF tool integrates a selection of 13 PHPs from an initial set proposed in another study, targeting specific population groups to evaluate 7 key health outcomes. A prioritization mechanism accounts for societal resistance and the synergistic effects of PHPs, projecting the potential policy impacts from 2022 to 2031. This methodology enables users to assess how PHPs could influence public health strategies within distinct target groups. The LCF project began in February 2021 and is scheduled to end in December 2024. The model creation phase and its application to the pilot country, Sweden, took place between May 2021 and May 2023, with subsequent application to other European countries. The pilot phase demonstrated the tool's potential, indicating a promising increase in the national influenza vaccination coverage rate, with uniform improvements across all targeted demographic groups. These initial findings highlight the tool's capacity to model the effects of PHPs on improving vaccination rates and mitigating the health impact of influenza. By incorporating gamification into the analysis of PHPs, the LCF tool offers an innovative and accessible approach to supporting health decision makers and patient advocacy groups. It enhances the comprehension of policy impacts, promoting more effective influenza prevention and control strategies. This paper underscores the critical need for adaptable and engaging tools in PHP planning and implementation. RR1-10.2196/55613.

Assessing Ambisonics Sound Source Localization by Means of Virtual Reality and Gamification Tools

Sound localization is a key area of interest in auditory research, especially in complex acoustic environments. This study evaluates the impact of incorporating higher-order Ambisonics (HOA) with virtual reality (VR) and gamification tools on sound source localization. The research addresses the current limitations in VR audio systems, particularly the lack of native support for HOA in game engines like Unreal Engine (UE). A novel framework was developed, combining UE for VR graphics rendering and Max for HOA audio processing. Participants performed sound source localization tasks in two VR environments using a head-mounted display (HMD). The assessment included both horizontal and vertical plane localization. Gamification elements were introduced to improve engagement and task comprehension. Results showed significant improvements in horizontal localization accuracy, although challenges remained in back localization. The findings underscore the potential of VR and gamification to enhance auditory tests, reducing test duration and participant fatigue. This research contributes to the development of immersive and interactive audio experiences, highlighting the broader applications of VR beyond entertainment.

POSSIBILITIES OF USING GAMIFICATION IN TEACHING ECONOMICS TO MEDICAL UNIVERSITY STUDENTS

Background. Among the key trends influencing education today, the following stand out: “massification” and internationalization of education, turbulence of the world economy, “digital revolution”, technological innovation. Gamification has become a popular tool for solving various problems of varying degrees of complexity and today is confidently used in areas including business, personnel management, healthcare, and education. The purpose is to examine the application of gamification in teaching economics to medical students. Materials and methods. When working on the article, we used an analysis of sources containing experience in the use of gamification by domestic and foreign scientists, generalization and systematization of the results obtained, modeling of the educational process, a pedagogical experiment on modifying existing economic games and using them in practical classes in economics, observation of behavior students in classes using gaming technologies, analyzing the results of using games. Results. The characteristics of generations differ in different countries depending on the economic, social, political and other conditions of the development of society. Taking these characteristics into account, educational standards and teaching technologies are changing. Educational technologies used in the process of teaching economics to students of generation “Y” required significant improvements for teaching to students of generation “Z”. The idea of using gaming technologies, which is actively used in our time, cannot be called completely new. The classics of pedagogy K.D. Ushinsky and Sukhomlinsky V.A. spoke about the need for games in learning. The authors conducted a pedagogical experiment on introducing gamification into the teaching of economics to medical university students. At a medical university, students study economics in their junior years, when they themselves are still dependent and, with rare exceptions, have no experience of earning money on their own. The use of games, common in teaching economics at specialized economic universities, presupposes a well-developed economic thinking and knowledge base. For medical students, gamification tools require significant adaptation and refinement. Also, when introducing games into the learning process, it is necessary to take into account the different perceptions of students of generations “Y” and “Z”. Generation Z is closer to computer games and, accordingly, there are opportunities for their use in education. However, as the experiment showed, these students willingly take part and show interest in classes using the classical principles of board games. As a result, approaches to introducing gamification into teaching economics to medical university students have been developed. An analysis of gamification as a tool for developing interest and motivation of students was carried out, taking into account the theory of generations. As part of gamification, board games were modified and tested, which allowed students to develop skills in applying economic knowledge in future professional activities, including the commercialization of scientific developments.

Perceived Barriers and Facilitators Regarding the Implementation of Gamification to Promote Physical Activity in the Neighborhood: Interview Study Among Intermediaries.

In the Netherlands, neighborhood sport coaches (NSCs) play an important role as intermediaries in promoting physical activity (PA) in the neighborhood. Gamification is the use of game elements in nongame contexts; it can be implemented with or without technology and holds promise for promoting PA. NSCs infrequently make use of this option. This study aims to understand barriers to, and facilitators of, using gamification to promote PA, as perceived by NSCs. A total of 25 semistructured interviews were conducted with NSCs in the Netherlands. The interviews were audiotaped, transcribed, and analyzed by means of thematic analysis using ATLAS.ti (version 22; ATLAS.ti Scientific Software Development GmbH) software. The deductive coding was informed by the capability, opportunity, motivation, behavior model and the theoretical domains framework, complemented by inductive coding. Barriers and facilitators identified as factors influencing the implementation of gamification were related to 7 themes. NSCs required technical, creative, and promotion skills; knowledge about existing gamification tools; and social support from their employer and professional network. Financial costs were identified as a barrier to the successful implementation of gamification. Lack of clarity regarding stakeholders' responsibility to implement gamification could further hamper implementation. In general, NSCs were positive about investing time in implementing gamification and expected positive effects from implementing it. To overcome identified barriers, a clear overview of tools, best practices, and available subsidies must be created, a gamification network must be established, the responsibility of NSCs must be clarified, and guidance must be offered on the promotion of gamification.

The Effect of Quizwhizzer Game as Gamification to Motivate and Improve Learning Outcomes of English Learners in Vocational School

Motivation plays a crucial role in the student learning process, especially in the context of learning English. Students' success in acquiring language skills is directly influenced by their level of motivation. Low learning motivation can result from monotonous learning techniques that are less effective in stimulating students' enthusiasm for learning, negatively impacting their academic achievement. This research focuses on increasing student learning motivation and outcomes using QuizWhizzer as a gamification tool. The purpose of this study is to investigate how the gamification of learning activities with QuizWhizzer influences students' motivation and learning outcomes in English classes. Using a pretest-posttest design with one group, this research is classified as pre-experimental. High school students from SMKN 15 Samarinda were selected as research subjects using purposive sampling. Questionnaires and tests were employed to collect data on learning motivation and outcomes. The QuizWhizzer program was integrated into learning activities after the pre-test, followed by a post-test and a questionnaire. The results showed a significant increase in both motivation and learning outcomes. The average pretest score increased from 48.12 to 79.62 in the post-test, with an N-Gain of 0.61 classified as medium. The students' learning motivation was also categorized as very high, with an average score of 85.23%. This study provides valuable insights into the effectiveness of gamified learning activities in enhancing students' motivation and academic performance in English.

"CARBGAME" (CARd & Board GAmes in Medical Education) as an innovative gamification tool for learning clinical enzymology in biochemistry for first year medical students.

Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. Clinical enzymology in biochemistry is one of the core topics in the medical curriculum. However, students face challenges in comprehension and retention of information. Hence, CARd & Board GAmes in Medical Education (CARBGAME)was introduced and evaluated for its effectiveness in enhancing learning, application, and retention of knowledge in clinical enzymology via gamification context. This mixed-method study involved 150 first-year undergraduate medical students. Before the game, students completed a pre-test in clinical enzymology. Later they were divided into 25 small groups to compete in the board game designed for enzymology in biochemistry. The students took turns throwing the dice and answering the questions on the game board to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the board game, the students took up the post-test to compare the educational impact of the innovation. Also, the subsequent internal assessment scores were compared with previous batch who were not implemented with this intervention. Then students evaluated the effectiveness of CARBGAME-Clinical Enzymology using a 32-item questionnaire on 5-point Likert scale. The feedback obtained on a 10-point rating scale and for qualitative analysis, students' and faculty perceptions were recorded in small groups. CARBGAME received overwhelmingly positive feedback from both students and faculty. It was perceived well by students for being fun, relevant, consistent, motivating, collaborative, and promoting experiential learning. The game's low-stakes approach, effective feedback, and sense of accomplishment were highly appreciated, making it a valuable tool for education. A significant improvement in knowledge was recorded, from a mean score of 8.37 ± 1.126 on a 20-point scoring scale before the game to 16.53 ± 1.219 after with a p-value of 0.0001. The comparison of the internal assessment scores between the intervention and non-intervention group of students also showed a significant improvement among those implemented with CARBGAME (p < 0.0001). The CARBGAME innovation has achieved the intended outcome of promoting active learning and enhanced performance in clinical enzymology. Highly positive responses from faculty and students also indicate the exigent need to introduce innovative components like games into curricula to achieve student engagement and promote a meaningful learning experience.

University Students Opinions on the Use of Gamification Tools for Academic Evaluation

University Students Opinions on the Use of Gamification Tools for Academic Evaluation