Effectiveness of Game-Based Learning in Enhancing Anatomy Academic Performance of Gen Z Preclinical Medical Students
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Abstract
Anatomy is often perceived as a difficult subject by preclinical medical students. Game-based learning (GBL) offers an interactive approach that can enhance motivation and engagement, particularly among Generation Z (Gen Z) learners. This study aimed to determine the effectiveness of GBL in improving anatomy academic performance among first-year medical students compared with
traditional learning. A quasi-experimental pretest-posttest control-group design was used, with the intervention group (receiving an anatomy lesson supplemented with Kahoot!-based game quizzes) and the control group (without Kahoot!-based game quizzes). Posttests were administered to both groups at the end of the session. Validated pretest and posttest questions were administered to both groups. Data were analysed using N-gain scores and the Mann-Whitney U test. Students’ perceptions of GBL were explored through thematic analysis of open-ended responses. From a total of 227 participants, the intervention group (n = 112) showed a significantly higher mean N-gain score (75.53%), indicating moderate effectiveness (55% < N Gain ≤ 76%) than the control group (n = 115) (45.21%) (p < 0.001), with a large effect size (d = 2.76). Students reported that GBL created an enjoyable, competitive, and
motivating learning experience that enhanced participation and self-reflection. However, they also noted challenges such as unstable internet connectivity and limited time during sessions. Therefore, GBL, paired with traditional learning, significantly enhances academic performance. These findings support integrating GBL into anatomy curricula to improve learning outcomes for Gen Z students.
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