Document Type : Original Article


Department of Community Medicine, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India


BACKGROUND: Gamification involving application of elements of game play that provides unique 
opportunities to learners to sail through complex medical concepts is gaining importance in medical 
education. The current study was aimed at assessing the perception of medical students regarding 
checkerboard game in enhancing learning process.
MATERIALS AND METHODS: The present prospective cross‑sectional study was conducted at the 
microbiology department. The fifth-year medical students of the academic year 2018–19 were the 
participants. Pre‑ and post‑test scores and self‑administered questionnaire regarding effectiveness 
of the checkerboard game‑based learning were used as assessing tools. The data were collected, 
tabulated, and statistically analyzed using SPSS version 20. The pre‑ and post‑test scores of students 
were statistically analyzed using paired t test. A descriptive analysis on the 3‑point Likert scale of 
effectiveness survey was measured and expressed in percentages.
RESULTS: In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them 
liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 
88% indicated game helped them to understand the topic, enhanced learning, and thus improved the 
knowledge. Most students (79%) also believed that game encouraged critical thinking and problem 
solving, while 75% felt that it improved their communication skills. Around 70% felt that game was 
also useful for exam preparation and nearly 90% recommended to use the game more frequently.
CONCLUSION: From the results of the study, it can be concluded that checkerboard game‑based 
learning method is effective in fostering learning process and cognition of medical students in the 
microbiology course.


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