Implementing Quiz Game As A Learning Tool in Biochemistry for Phase I Medical Students: A Study of Students and Teachers' Perception
Abstract
Background: Pre-clinical subjects like biochemistry in medical education often present challenges due to their conceptual complexity and extensive information volume, leading to suboptimal student engagement with traditional teaching methods. The shift towards Competency Based Medical Education (CBME) necessitates innovative, active learning strategies. Game-Based Learning (GBL) platforms, such as Kahoot! offer interactive quiz-based formats designed to enhance participation and formative assessment. This study aimed to evaluate the effectiveness and feasibility of Kahoot! as a learning tool in Phase I MBBS biochemistry, and to analyse student and faculty perceptions regarding its utility and implementation. Methods: A 6-month descriptive, cross-sectional study was conducted at the Government Institute of Medical Sciences, Greater Noida, involving 99 Phase I MBBS students and 7 biochemistry faculty members. Kahoot! was integrated into standard biochemistry lectures for formative assessment, utilizing multiple-choice quizzes, competitive leaderboards, and audio-visual stimuli. Data on student and faculty perceptions were collected via a pre-validated Likert-scale questionnaire, and a Satisfaction Index (SI) was calculated for quantitative responses. Results: Student perceptions demonstrated high satisfaction, with 92.8% feeling inspired to learn more, 95.21% desiring more quiz game lectures, and 93.04% agreeing it improved conceptual understanding. A significant majority (90.75%) found classroom activity engaging, and 89.54% supported its use in assessment. Faculty responses also showed strong support, with 97.6% finding Kahoot! more interesting than traditional didactic lectures and supporting its future inclusion. Additionally, 95.2% of faculty observed increased student engagement and participation and agreed Kahoot! could be effectively used in assessment. Conclusion: The study concludes that Kahoot! is a feasible, effective, and well-received learning tool in Phase I MBBS biochemistry. Its successful integration significantly enhances student engagement, interaction, and conceptual understanding, while also providing valuable formative assessment opportunities. Both students and faculty expressed high satisfaction and strong support for its continued use, reinforcing its potential to enrich learning environments within a CBME framework.Keywords:
Kahoot! Gamification, Medical Education, Biochemistry, Formative Assessment, Student Engagement, Faculty Perception, MBBS, Active LearningReferences
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