ArticleBMC medical education2025
ViroGame: a serious game for medical virology education - a feedback report.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
15 authors.
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No grant is acknowledged in the PubMed record.
Abstract
introductionMedical virology requires students to master complex concepts in a limited timeframe, yet traditional lectures often struggle to sustain engagement and ensure long-term retention. Serious games have emerged as promising tools to promote active learning. Building on the success of BacteriaGame, ViroGame was developed to reinforce virology knowledge through gamification. This study evaluated its effectiveness in enhancing student engagement, knowledge mobilization, and supervisor-perceived feasibility for curricular integration. MATERIALS AND
methodsA total of 318 learners participated in ViroGame sessions during the 2023-2024 academic year. Of these, 266 students/residents completed a structured questionnaire assessing with likert scale [1-5] gameplay fluidity, knowledge consolidation, perceived difficulty and potential integration with BacteriaGame. Nine supervisors also provided evaluations on rule clarity, session management and educational value. Data were analyzed using descriptive statistics, Mann-Whitney U tests and Chi-squared tests, with qualitative feedback examined thematically.
resultsResidents rated gameplay fluidity significantly higher than students (4.4/5 vs. 4.1/5; p = 0.039). Both groups reported high knowledge mobilization scores (students 4.5/5; residents 4.3/5; p = 0.378). Nearly half perceived some content as exceeding expected knowledge, despite alignment with national standards (47.4% vs. 41.8%; p = 0.482). A greater proportion of students than residents reported difficulties with virological concepts (78.9% vs. 60.3%; p = 0.021), particularly regarding diagnostic methods and viral structures. Supervisors rated the game positively, endorsing its use primarily as a revision tool. DISCUSSION: ViroGame is a well-received, effective and engaging tool for teaching medical virology. It promotes active learning, collaboration and knowledge retention while addressing the inherent complexity of virology. Further controlled studies are planned to evaluate its long-term impact on learning outcomes and exam performance.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.