Antimicrobial resistance (AMR) is projected to cause 8.22 million deaths annually by 2050, impacting 12 of the 17 Sustainable Development Goals (SDGs) and posing a major global health threat. Despite this, medical students often feel unprepared and lack confidence in prescribing antimicrobials, highlighting the need for improved education on AMR and stewardship. This paper presents the design and pilot testing of persuasive technology in AMRageddon v1, a gamified learning tool developed for final-year medical students to address these gaps. The tool integrates social cues from persuasive technology, employing physical (interactive graphics), psychological (problem-solving puzzles), language (positive reinforcement), social dynamics (achievement recognition), and social roles (role-play as doctors solving clinical cases) cues. Usability and user experience were assessed using the System Usability Scale (SUS), the shortened User Experience Questionnaire (UEQ-S), and focus group discussions (FGDs) structured by Bowen’s feasibility framework. Twenty-three final-year Norwegian medical students participated, yielding a high usability score (SUS: 78.75) and exceptional hedonic qualities, placing AMRageddon v1 among the top 10% of benchmarked tools. Qualitative findings highlighted strong acceptability, demand, and adaptability, with students emphasizing the game’s relevance to clinical practice and global health. The interactive, case-based content was particularly engaging, and the integration of social cues from persuasive technology enhanced its perceived effectiveness. These results suggest AMRageddon v1 is a promising tool for AMR education, promoting confidence and preparedness among final-year medical students.