Effect of Gamification on Flipped Learning in Pharmaceutical Chemistry

Flipped learning requires students to study and understand the lecture content before attending lectures. The lecture content was provided through instructor-generated video and lecture notes. Our earlier YouTube learning analytics showed most students attend lectures without reviewing the content material. Gamification was introduced to motivate students to study and be prepared for lectures. This study aims to assess the effect of gamification on students' engagement and motivation. The escape room was selected as the assessment tool since it requires students to answer correctly all the questions at every level. Three escape rooms, each with unique interactive features and embedded comprehension questions, were employed to facilitate understanding of fundamental chemistry concepts among first-year pharmacy students. A cross-sectional online questionnaire evaluated student engagement, and the impact of gamification on their motivation and confidence. Students' engagement was recorded using the number of views on YouTube analytics since the instructor-generated video was uploaded to YouTube. The student's number of views on instructor-generated videos increased with the escape room intervention. The study observed an increase in lecture preparedness and video engagement rates, with students reporting higher motivation, enjoyment, and confidence in their knowledge. While most students completed the escape rooms, participation rates before lectures varied, indicating the need for further exploration of barriers to completion. This gamified approach demonstrated the potential of leveraging game mechanics to transform passive learning into active problem-solving experiences, enhancing both motivation and comprehension in a flipped learning environment. Future studies could explore the longitudinal effects of gamification on student engagement.