The catalyst for pedagogical transformation The need for change became very clear when we had to switch to online learning during the COVID-19 pandemic. Lecturing to “black screens” during virtual sessions created a pedagogical disconnect—I could no longer confidently assess whether students were actively listening, let alone genuinely grasping complex molecular concepts. This technological barrier intensified the need for real-time engagement mechanisms and immediate feedback systems. The decision to integrate Kahoot and Quizizz emerged as a strategic response, specifically targeting their gamified elements and real-time feedback capabilities. These platforms changed virtual lectures (then via Blackboard) into interactive spaces. Students could participate anonymously or with less pressure, which reduced their fear of judgment. This also gave me important insight into their understanding, even when their cameras were off. Initially piloted during the pandemic to address remote-learning disengagement, the tools’ observed efficacy in improving participation subsequently led to formal ethics clearance (2024-03-07/Allie) for a structured assessment. Seeing how effective they were at improving student participation online, I was keen to continue using the platforms and assessments and determining whether their positive impact would continue once we were back to in-person, face-toface lectures. Theoretical underpinnings The pedagogical pivot was robustly underpinned by educational theory. Self-Determination Theory (Ryan & Deci, 2000) explained how these tools fostered intrinsic motivation by addressing students’ autonomy, competence, and related needs. Concurrently, Cognitive Load Theory (Sweller, 1988; Cox & Williams, 2008) guided the deconstruction of complex content into manageable, digestible questions, reducing cognitive burden. Moreover, the interactive format directly supported Active Learning Theories (Freeman et al., 2014), pushing students beyond passive reception towards active knowledge construction. Recent metaanalytical research (Sailer & Homner, 2020; Diaz & Estoque-Loñez, 2024) further validates this approach, affirming gamification’s positive impact on learning outcomes and student achievement. Methodology and implementation Since implementation in 2020 across both third-year modules, these tools have been utilised at least once for every double lecture presented weekly, typically for 10–15-minute sessions strategically positioned at lecture commencement, conclusion, or mid-session to deconstruct particularly challenging topics. Between 2020 and 2024, approximately 200 students per module have participated in these gamified learning experiences. To evaluate the impact of these gamified strategies comprehensively, I employed a mixed-methods approach combining quantitative survey data with qualitative observational insights. The student survey was shared with the 2022-2024 cohort of students and captured their personal Between 2020 and 2024, approximately 200 students per module have participated in these gamified learning experiences. 20 A Journey of Innovation
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