Effect of Game-Based Learning on Students’ Retention Of Knowledge Among Undergraduate Medical Students

Abstract

Background: Successful medical education is essential for medical students' professional proficiency. Interactive teaching strategy helps the medical undergraduates better understanding in dynamic way. One of the most important goal of this teaching method is to create an environment which promotes students’ motivation and interest and thus facilitates learning. The aim of this study was to assess medical students’ retention of knowledge using gamebased learning method.   

Materials and methods: This experimental study was conducted in the Department of Physiology, Chittagong Medical College   and Institute of Applied Health Science, Chattogram.  Total 126 apparently healthy 1st year medical students were included in this study by stratified  random sampling. All students were undergone a preintervention  test to measure their baseline knowledge on the chosen content. Then they were randomly allocated into experimental and control groups by lottery method. Traditional lecture-based learning (TLBL) was used for teaching in the control group and game-based learning (GBL) method was used in the experimental group. Just after implementing two teaching methods, a postintervention test was done in both groups to measure their  knowledge  achievement. A retention test was arranged after two weeks to assess the students’ retention of knowledge, in which 59 students in experimental group and 63 students in control group participated.   

Result: Retention test data of 59 students of experimental and 63 students of control were analyzed and compared between the groups. Results were analyzed by Statistical Package for Social Sciences (SPSS) version 26.  

Conclusion: This study concluded that game-based learning may be more effective learning tool in retention of knowledge among undergraduate medical.  

JCMCTA 2026 ; 37 (1) : 183-186