From Traditional Bingo to a Gamified Content Review Strategy: Development, Implementation, and Student Perceptions in Undergraduate Biology Courses for Health Sciences Students: An Observational Study

Undergraduate health-related programs involve complex biological concepts that require strategies promoting active participation, content review, and engagement. This study aimed to develop and implement educational bingo as a gamified review strategy and evaluate students’ perceptions across four predefined domains. Open-ended questions identified positive aspects, limitations, and suggestions for improvement. The intervention involved students from nursing, pharmacy, occupational therapy, and physiotherapy. A Python-based application supported question-and-answer registration, random clue drawing, customized card generation, and rapid validation of winning cards. Step-by-step procedures for developing and implementing the educational bingo intervention are described to support its reproducibility in other educational settings. After the activity, students completed a structured questionnaire using a 5-point Likert scale, addressing four predefined domains: engagement, perceived learning, interaction and collaboration, and organization and applicability. Of 115 participants, 96 completed the evaluation questionnaire. Item means ranged from 4.07 to 4.51, with positive agreement above 75% for all items. Interaction and collaboration showed the highest domain-level positive agreement, followed by perceived learning, organization and applicability, and engagement. Educational bingo was a feasible, low-cost, adaptable strategy for active content review in undergraduate health-related courses.