Abstract Background: The use of innovative teaching strategies is critical in enhancing student engagement and learning outcomes in medical education. This study investigates the effectiveness of board game-based learning in improving student performance, interest, and participation in microbiology education. Materials and Methods: An interventional design was employed with Phase II MBBS students, divided into two groups: Group A (traditional small group teaching) and Group B (board game-based learning). Pre- and postintervention assessments measured knowledge acquisition, while student feedback on engagement, clarity, and educational value was also collected. Results: Group B (board game-based learning) demonstrated a significant improvement in performance, with posttest scores increasing from 75.06% to 90.74% (mean score). The paired t -test revealed a statistically significant difference ( t = 3.83, P = 0.0011). In comparison, Group A showed a smaller increase in posttest scores (64.29%–81.17%), with a higher effect size (Cohen’s d = 1.70). Student feedback indicated high levels of engagement, with 82% enjoying the board game activity, and 89% felt that it enhanced participation and interest in the subject. The majority of students reported improved critical thinking and communication skills, and 85% believed it aided exam preparation. Conclusion: Board game-based learning significantly enhances student performance and engagement in microbiology education compared to traditional teaching methods. The positive feedback and improvement in critical thinking and communication skills support the integration of board games as a complementary tool in medical curricula. Future studies should explore the long-term impact and scalability of such interventions across diverse educational settings.
Soumya et al. (Thu,) studied this question.