Insights for medical education: Via a mathematical modelling of gamification

Abstract

Introduction: Gamification has been shown to improve academic gains, but the mechanism remains elusive. We aim to understand how psychological constructs interact, and influence medical education using mathematical modelling. Methods: Studying a group of medical students (n=100; average age: 20) over a period of 4 years with the Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) survey. Statistical tests (Paired t-test) and models (logistic regression) were used to decipher the changes within these psychometric constructs (Motivation, Control, Self-efficacy & Initiative), with gamification as a tool. Students were encouraged to partake in a maze (10 stations) that challenged them to answer anatomical questions using potted human specimens. Results: We found that the combinatorial effects of the maze and Script Concordance Test (SCT) resulted in a significant improvement for “Self-Efficacy” and “Initiative” (p<0.05). However, the “Motivation” construct was not improved significantly with the maze alone (p<0.05). Interestingly, the “Control” construct was eroded in students not exposed to gamification (p<0.05). All these findings were supported by key qualitative comments such as “helpful”, “fun” and “knowledge gap” by the participants (self-awareness of their thought processes). Students found gamification reinvigorating and useful in their learning of clinical anatomy. Conclusion: Gamification could influence some psychometric constructs for medical education, and by extension, the metacognition of the students. This was supported by the improvements shown in the SCT results. It is therefore proposed that gamification be further promoted in medical education. In fact, its usage should be more universal in education.