Impact of Gamified Learning on the Academic Performance of Foreign Medical Students in the Philippines
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This study utilized a quasi-experimental research design with a quantitative approach to investigate the influence of gamified learning on the performance and perceptions of foreign medical students in PCM classes. The research focused on two sections of PCM classes, comparing traditional teaching methods (control group) with gamified teaching methods (experimental group). A total of 415 freshman medical students participated. Data was collected through a Teacher-Made Test and a Survey on Perception about Gamification Questionnaire (SPGQ). Statistical analyses included descriptive statistics, t-tests, and Cronbach's Alpha reliability analysis. The results indicated that the gamified teaching method significantly improved PCM performance, suggesting its potential effectiveness in medical education. Additionally, foreign medical students expressed positive perceptions of gamification, citing its effectiveness in enhancing learning experiences, motivation, engagement, enjoyment, concept retention, sense of achievement, and learning outcomes. This aligns with previous research, indicating the suitability of gamification in catering to modern learners' preferences and improving their educational journey. The results provided valuable insights for educators and institutions seeking to enhance teaching methods and foster positive learning environments.
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