Thematic analysis of feedback from first year medical students toward game-based learning application

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Background Game-based learning (GBL) is a promising educational strategy to attract students and improve their knowledge, skills, and attitude in a funny, engaging way. It can impart on students’ useful life skills like communication, pattern recognition and creativity, all of which are necessary to get by in today’s technologically advancing world. Aim The study aimed to analyze students’ feedback to evaluate their perception of GBL applications. Patients and methods The study was carried out on 42 first year medical students who attended the ‘Educational Skills Course’ throughout the academic year (2023–2024). Evaluating their perception was done by collecting their feedback and comments about the applied teaching approach. Qualitative thematic analysis was done on the collected data. Results The analysis revealed that the majority of students enjoyed using games and described it as engaging and funny. They also highlighted the collaborative and competitive spirit of gaming, which was endorsed by rewarding. They acknowledged the effect of GBL as a helpful tool for better understanding and knowledge retention. While a minority of students reported noise disruption, time waste, and an aggressive, competitive attitude, which affected their overall learning experience. Conclusion Gamification of medical education offers a new tool of edutainment where education is merged with entertainment. The justification of “no time to learn” has been eliminated with the introduction of educational games where students can learn while they play. For gaming to fulfill its expectations, several aspects should be considered, like the game design, available resources, and the intended learning outcomes.