Development of a 2D Interactive Video for Enhancing Student Engagement and Learning Outcomes in Biochemistry

Aim: To develop and evaluate a 2-D interactive video module on high anion gap metabolic acidosis to enhance student engagement and learning outcomes among first-year MBBS students in Biochemistry. Materials and methods:A quasi-experimental study was conducted in the Department of Biochemistry with 148 first-year MBBS students as participants.A 2-D animated interactive video, developed using Animaker software, incorporated clinical decision-making points, where students choose between options at various stages.Based on their selection, either the main storyline progressed, or an explanatory clip was shown to provide immediate feedback.Following traditional teaching sessions on acid-base balance and arterial blood gas analysis, a pretest with 10 MCQs was administered.Students then viewed the interactive video and subsequently completed the same MCQ set as a posttest.Student perceptions were assessed via a structured satisfaction questionnaire.Results: Of the 148 students, 68.9% found the scenario very clearly presented, 62.2% rated the medical content as highly effective, and 54.7% found the video highly engaging.The pacing was considered appropriate by 83.8%, and 43.2% rated the interactive elements as very effective.Overall satisfaction was high, with 63.5% expressing being very satisfied.Statistical analysis revealed a significant improvement in posttest scores compared to pretest scores (W = 432, z = -2.23,p = 0.026; r = 0.19), indicating a small yet meaningful educational effect. Conclusion:The 2-D interactive video with embedded decision points effectively improved student engagement and learning in Biochemistry.While the observed improvement was modest, the format shows promise as a supplementary tool in medical education, particularly for conceptually challenging subjects.Future studies with control groups and long-term follow-up are recommended to assess sustained learning outcomes.