Estrategia de enseñanza basada en gamificación en la asignatura Bioquímica de la carrera de Medicina

Ingrist Alemán; Mario Patiño Torres

doi:10.37910/RDP.2025.14.3.e435

Authors

Ingrist Alemán Escuela de Medicina “José María Vargas”. Facultad de Medicina, Universidad Central de Venezuela https://orcid.org/0000-0001-7399-856X
Mario Patiño Torres Facultad de Medicina, Universidad Central de Venezuela. https://orcid.org/0000-0002-2267-1222

DOI:

https://doi.org/10.37910/RDP.2025.14.3.e435

Keywords:

Gamification, Teaching Strategies, Biochemistry, Medicine

Abstract

Gamification is defined as the use of game mechanics and dynamics in non-game contexts, such as the teaching-learning process. The objective of this study was to implement gamification-based teaching strategies that improve student performance in the Biochemistry course in medical school. Method: A sample of 75 students who participated in gamification activities across the 22 topics of the course was used. Both student perception and academic performance were evaluated. This was compared with a control group from the same cohort and with four cohorts of students from previous years who did not participate in these activities. Results: When evaluating students' perceptions of gamification, 96.7% of participants in the gamified group expressed their acceptance of these activities; 93.6% expressed acceptance of the resources used, and 98.5% showed a positive evaluation of the teacher support. Regarding academic performance, the highest number of students who passed was obtained in the gamified group (66.7%), compared to the control group (49.0%) and higher than in the four previous cohorts. The number of students who dropped out or failed due to absences in the studied cohort was lower (18.6%) than in the control group (37.0%). Conclusion: Gamification-based teaching strategies were perceived positively, resulting in increased motivation and improved academic performance, as reflected in quantitative grades.

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