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Background <p>Modern medical education emphasizes the use of technology-driven innovative approaches to enhance academic achievement, addressing inherently high cognitive load and demanding schedules. Gamification is one of these approaches that enhances learning by influencing behaviors or attitudes that support educational outcomes. This study aims to assess the efficacy of digitized team-based Kahoot! gamification in enhancing students’ learning experiences and academic outcomes using Kirkpatrick’s model.</p> Methods <p>It was a mixed methods study on first-year undergraduate medical students (<i>N</i> = 101). Quantitative component employed a within-subject quasi-experimental design with Kahoot! gamified intervention incorporated into the cardiovascular system module of first-year MBBS curriculum. Impact on learning was evaluated by comparing the scores of cardiovascular (experimental) and respiratory (control) system modules in mid-stake end-of-block assessment. Students’ perspectives were evaluated using self-designed questionnaire. Qualitative component of this study involved the utilization of open-ended questions in the students’ feedback questionnaire and focus group discussions with the faculty members involved in design, conduction, and observation of Kahoot! sessions.</p> Results <p>Median assessment score percentage was significantly higher in cardiovascular system module compared to respiratory module (Wilcoxon signed-rank test, <i>p</i> = 0.002; effect size <i>r</i> = 0.31; median paired difference = 4.89%, 95% CI [1.72–6.95]). These sessions recorded full student attendance. The questionnaire responses indicated a favorable perception of the Kahoot! gamification sessions among students, in terms of reaction, acceptance, perceived learning, behavior change, and collaboration. Faculty members also viewed this technique positively in the context of teaching and learning.</p> Conclusion <p>Collaborative gamified quizzing through Kahoot!, shows promise in enriching medical education as a valuable supplement to traditional teaching by potentially boosting engagement, deepening critical thinking, promoting teamwork, and supporting academic performance.</p>

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The power of play-based learning: evaluating the impact of collaborative gamified quizzing on medical students’ learning through the lens of Kirkpatrick’s framework

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月16日

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  • Hira Moin,
  • Sarim Zafar,
  • Rizwan Ashraf,
  • Sadaf Majeed,
  • Munazza Asad

摘要

Background

Modern medical education emphasizes the use of technology-driven innovative approaches to enhance academic achievement, addressing inherently high cognitive load and demanding schedules. Gamification is one of these approaches that enhances learning by influencing behaviors or attitudes that support educational outcomes. This study aims to assess the efficacy of digitized team-based Kahoot! gamification in enhancing students’ learning experiences and academic outcomes using Kirkpatrick’s model.

Methods

It was a mixed methods study on first-year undergraduate medical students (N = 101). Quantitative component employed a within-subject quasi-experimental design with Kahoot! gamified intervention incorporated into the cardiovascular system module of first-year MBBS curriculum. Impact on learning was evaluated by comparing the scores of cardiovascular (experimental) and respiratory (control) system modules in mid-stake end-of-block assessment. Students’ perspectives were evaluated using self-designed questionnaire. Qualitative component of this study involved the utilization of open-ended questions in the students’ feedback questionnaire and focus group discussions with the faculty members involved in design, conduction, and observation of Kahoot! sessions.

Results

Median assessment score percentage was significantly higher in cardiovascular system module compared to respiratory module (Wilcoxon signed-rank test, p = 0.002; effect size r = 0.31; median paired difference = 4.89%, 95% CI [1.72–6.95]). These sessions recorded full student attendance. The questionnaire responses indicated a favorable perception of the Kahoot! gamification sessions among students, in terms of reaction, acceptance, perceived learning, behavior change, and collaboration. Faculty members also viewed this technique positively in the context of teaching and learning.

Conclusion

Collaborative gamified quizzing through Kahoot!, shows promise in enriching medical education as a valuable supplement to traditional teaching by potentially boosting engagement, deepening critical thinking, promoting teamwork, and supporting academic performance.