Transforming molecular diagnostics learning
The power of gamification in higher medical education
Bibliographic Data
| ID | 22166268 |
|---|---|
| Authors | Hua Zhu (0000-0001-7136-7326), Hua Xing Zhu (0000-0002-7129-6748, Guilin Medical University), Wei Zeng (0000-0002-2821-7792, Guilin Medical University), Chen Li (0000-0001-6150-8594, Guilin Medical University, corresponding author), Li Chen (0000-0002-8432-3338) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-02-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1502203 |
| OpenAlex | W4407798215 |
| Language | EN |
| References cited | 22 |
Introduction Traditional teaching models in molecular diagnostics often fail to engage students effectively, leading to superficial learning and limited development of core competencies. Methods This study evaluated the integration of gamified learning with collaborative inquiry learning to enhance student motivation and competencies improvement among 47 biotechnology undergraduates at Guilin Medical University. Participants engaged in a four-unit “Gene Detective” game, solving clinical cases through molecular techniques, earning skill points, and collaborative inquiry learning in group discussions. Results Data from skill assessments, self-reported competency scales, final exam scores from the concurrent course, and post-course questionnaires revealed significant improvements in core competencies especially in critical thinking, curiosity, creativity and communication skill, with a positive correlation between game-based skill values and academic performance. Over 88% of students reported high engagement, and 79.6% reported increased learning interest. Discussion While the hybrid model successfully promoted motivation and competencies development, challenges in enhancing collaborative skill and providing individualized support were identified. The findings underscore the potential of gamification in medical education and highlight future directions, including AI-driven personalization and refined collaborative tasks, to optimize learning outcomes
Engineering management · Human–computer interaction · Medical education · Physics · Biomedical and Engineering Education · Computer Science · Educational Games and Gamification · Educational Leadership and Innovation · Engineering · Medicine
| Citation velocity | historical |
|---|---|
| Highly cited | No |