Introduction:

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.