773.1 - Let's Play Games: A comparison of case-based learning approach with gamification technique

Umema Zafar (Khyber Medical College, Khyber Medical University), Madiha Khattak (Khyber Medical College), Hamna Zafar (Khyber Teaching Hospital), Huma Rehman (Khyber Medical College)

Case based learning technique (CBL) has been in practice throughout the world for a few decades now. Our institute adopted it some four years back, when it shifted towards modular system of teaching. It is the main technique being used for conducting small group discussions. We decided to introduce a new technique called the gamification technique of conducting small group discussion. Need was there to know the effectiveness of the new technique as well as to assess the factors for its preference so it could be modified to be more productive. The aim of this research was to assess the effectiveness of gamification teaching technique in comparison to the traditional CBL technique both quantitatively and qualitatively. 

This is a mixed-method randomized controlled trial, conducted in Khyber Medical College on First Year Medical Students from June to October 2021. Group based teaching involving both CBL and gamification approach was used in this study in a cross over manner. Addressing the ethical concerns, and after informed consent pre- and post-testing was done to quantify the performance and an open-ended survey was disseminated after the sessions to check the perception of the students. 

The study recorded (quantitatively) that post testing mean score of gamification teaching technique was 3.41±0.982, while for CBL the mean was 3.55±1.055, recording an insignificant difference with p-value of 0.608. In qualitative analysis, about 12 (80%) students preferred the gamification technique, their perception being that it instills competitiveness, increases the involvement of students in class and their motivation level. This research further revealed that the CBL approach had the advantage of quick learning via the facilitator presentation, and due to the handouts, it was easy to follow. Some of the negative points of CBL reported were that; the participants found it a boring and monotonous way of learning. The drawback of gamification reported was, that the students were unsure about the accuracy of the information they prepared initially as it wasn’t being directed by the facilitator. The study concluded an insignificant difference among the two techniques quantitatively; however, qualitatively the students preferred gamification as a better technique for learning.