Game-based learning (GBL) grounded in constructivist and experiential learning theories, integrates digital tools and interactive collaboration to enhance motivation, retention, and problem-solving in STEM education. However, its application across disciplines such as physiology and architecture remains underexplored, offering an opportunity to evaluate its interdisciplinary impact on engagement and comprehension. PURPOSE: To investigate the impact of GBL formats and group structures on student engagement, knowledge retention, and self-efficacy in undergraduate physiology and architecture courses. METHODS: Undergraduate students (N = 33; mean age = 19.6 ± 1.6 years) from BioMed (51.4%) and Architecture (48.6%) majors participated in GBL sessions designed to promote collaboration, critical thinking, and content application through interactive digital and in-class challenges. Pre- and post-intervention surveys assessed engagement, participation, confidence, and perceived learning. Quantitative data were analyzed using nonparametric tests, and qualitative responses were coded thematically. RESULTS: Following GBL implementation, students reported greater engagement (p < 0.0001), participation (p < 0.0001), and perceived knowledge retention (p < 0.0001) compared to pre-GBL baselines, with medium to large effect sizes (V ≥ 0.43). BioMed majors demonstrated larger gains in engagement and content retention, while architecture majors exhibited stronger improvements in confidence, collaboration, and self-assessed performance. Qualitative feedback reinforced the benefits of interactivity, enjoyment, and peer learning, though some students cited distractions and group accountability as challenges. CONCLUSIONS: Our findings indicate that GBL enhances motivation, active participation, and perceived comprehension across disciplines, supporting its value as a flexible, student-centered pedagogical tool. While limited by modest sample size and self-reported data, the study underscores GBL’s potential to bridge conceptual and applied learning in physiology and design education. Future research should incorporate objective assessments and longitudinal designs to evaluate the sustainability and scalability of GBL interventions across diverse learning contexts. Supported by the NASA Connecticut Space Grant Consortium Faculty STEM Education Research Grant and the Center for Teaching Excellence and Innovation – Teaching and Learning Grant from the University of Hartford. This abstract was presented at the American Physiology Summit 2026 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.
Le-Chan et al. (Fri,) studied this question.