Document Type : Original Article
Authors
1
Department of Cardiovascular Technology, College of Allied Health Science, DR MGR Educational and Research Institute, ACS Medical College, Chennai, Tamil Nadu
2
Department of Allied health sciences, DR MGR Educational and Research Institute, ACS Medical College, Chennai, Tamil Nadu
3
Intern, College of Allied Health Science, DR MGR Educational and Research Institute, ACS Medical College, Chennai, Tamil Nadu
10.22062/sdme.2025.200620.1483
Abstract
Background: In the contemporary landscape of technology, the integration of gamification in education has gained significant traction. Past research has indicated that gamified learning fosters motivation and engagement among 21st-century students in academic pursuits. Although well-documented in general education, there remains a dearth of empirical studies evaluating the efficacy of gamified learning in medicine. This discrepancy is apparent in the disparate guidance about incorporating gamification in medical education.
Objectives: This research aimed to assess the effectiveness of game-based ECG learning (G-ECG) in undergraduate medical students.
Methods: The current study utilized a quasi-experimental design involving the recruitment of 120 second-year medical students during the 2023-2024 academic year at the Faculty of Allied Health Sciences (AHS) within a Private Medical College and Hospital in Chennai, Tamil Nadu. The G-ECG group engaged in educational activities utilizing the Six-Second ECG (SS-ECG) web-based game offered by SKILLSTAT. The G-ECG group used a one-hour gamified application to attain proficiency in identifying 27 ECG rhythms. Conversely, the Conventional (C-ECG) group participated in a one-hour training session led by certified ECG professionals to develop competency in recognizing 27 ECG rhythms. The performance of both groups was evaluated through an online assessment, and statistical analysis was utilized to compare scores and response times for each question. The data were analyzed using the Chi-square and independent t-test within the SPSS software environment.
Results: In a study of 120 second-year students, 34.1% were male, and 65.8% were female. The mean age was 19.23 ± 0.50 years for the conventional learning group and 19.15 ± 0.60 years for the game-based learning group, with no significant differences in demographics (P>0.05). Both groups had 60 participants each. The participants utilized the game-based ECG learning method and achieved a knowledge attainment level of 61.7%, with a p-value of <0.001. In contrast, those involved in the conventional ECG learning method attained only 33.3%.
Conclusion: The study found that game-based ECG learning proves more effective than conventional methods in improving diagnostic accuracy. However, when it comes to enhancing interpretation skills, gamified learning proves equally effective as conventional ECG learning.
Highlights
Thirumurugan Ettiyappan: (Google Scholar) (PubMed)
Kalpana Devi Venkatesan: (Google Scholar) (PubMed)
Shainfathima Aslam Khan: (Google Scholar) (PubMed)
Kishore Kumar Vinayagar: (Google Scholar) (PubMed)
Gomathi Gopi: (Google Scholar) (PubMed)
Mageshwari Purushothaman: (Google Scholar) (PubMed)
Sonia Irungbam: (Google Scholar) (PubMed)
Pennarasi Shivani Kodishwaran: (Google Scholar) (PubMed)
Keywords
