Effectiveness and Acceptability of Digital Gamified Learning in Community Medicine among Medical Undergraduates: A Quantitative Quasi-Experimental Study

Abstract

Background: Gamified learning is the use of gaming components like scoring, time-bound tests,
ranking, scores, and instant feedback for educational purposes. Gamification in medical education
could enhance engagement, motivation, focus, and learning reinforcement in students. This paper
evaluates the effectiveness and acceptability of digital gamified learning in community medicine
among undergraduate medical students.
Methods: The effectiveness of digital gamified learning on community medicine was measured
using a quantitative one-group pre-test/post-test quasi-experimental design. The study was
conducted among 184 undergraduate medical students in the Department of Community Medicine
in a tertiary care centre at Puducherry, India, between January and March 2026.Three quiz-based
digital gamified learning sessions were conducted using the Quizizz platform. Knowledge was
assessed using a 15-item multiple-choice questionnaire before and immediately after the gamified
learning session. Students’ perceptions and platform acceptability were assessed using a structured
five-point Likert-scale questionnaire. Data were analyzed using Jamovi version 2.3. Paired t-test and
Pearson Chi-square test were applied as appropriate. A P value <0.05 was considered statistically
significant.
Results: The mean pre-test knowledge score was 6.18 ± 1.83 that rose to 10.94 ± 1.92 after
gamified learning. There was an improvement of 4.76 marks (95% CI: 4.43-5.09; P < 0.001). Good
knowledge level rose from 6.5% prior to gamified learning intervention to 50.5%. Majority of
participants agreed/strongly agreed that gamified learning was fun (88.6%), raised interest in
learning (86.4%), increased focus during class sessions (84.8%), was more engaging than normal
classroom teaching (85.9%), and helped retaining the topic well (82.6%). There was a statistical
significance between favorable perception and the MBBS phase (P = 0.034) and post-test
knowledge category (P = 0.004). A significant relationship was noted between favorable perception
and attendance of two or more sessions, but no statistical significance could be found (P = 0.055).
Conclusion: Digital gamified learning led to significant improvement in immediate knowledge
scores and was perceived favorably by medical undergraduates. It could be used as an adjunct to
conventional teaching methods in community medicine, particularly formative assessments and
revision sessions.