ArticleBMC medical education2026
Bingo Lab: game-based learning in microbiology.
Article in BMC medical education, 2026. 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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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundAssessment in the microbiology laboratories is traditionally structured around spot diagnosis or Objective Structured Practical Examinations (OSPEs) to assess students' ability to identify the causative agents of infectious diseases. Game-based learning has great potential to engage students and indicate their learning gaps in a non-threatening learning environment. PURPOSE: The study introduced 'Bingo Lab' as an innovative gamification intervention in undergraduate microbiology courses. We plan to pilot Bingo Lab in two programs, Dentistry and Nursing. The study tracks students' engagement throughout the activity and examines gender differences and their correlation with microbiology performance. Additionally, it explores how Bingo Lab can create opportunities for meaningful learning and gathers students' feedback on their experience. METHODOLOGY: The intervention was structured in five stages: planning, orientation, Bingo Lab., feedback, and reporting. We shortlisted 25 'unknown' microbiology spots as a mock (revision) exam in a laboratory setup. The spots were randomly mapped on a 5x5 Bingo card. One Bingo is awarded when any student completes five stations, whether horizontally, vertically, or diagonally on the Bingo card. Students' engagement was measured three times: early in the session, in the middle, and towards the end. We also solicited their feedback anonymously using a template of three sections: I like, I wish, and I wonder.
resultsStudents' engagement scores significantly increased from the early stage to the middle of the activity (p = .005) and from the beginning to the end of the session (p < .001), but there was no significant difference between the beginning and the end of the activity. There were no significant gender differences in engagement at any time point. Bingo Labs were well received by students and helped them address their learning gaps, but they also shared a couple of concerns about having more time for preparation and receiving instructions in advance. DISCUSSION: Bingo in the microbiology lab was well received by students and enabled them to identify their learning gaps and seek feedback and validation from experts. The study supported the effectiveness of the Bingo Lab as a game-based learning approach in improving students' engagement. In a competitive culture, exam-oriented students need to celebrate their excellence, such as through Bingo, a rewarding experience that boosts their self-esteem.
conclusionsThe use of Bingo in microbiology laboratories has been found to be effective in engaging students and guiding them to indicate their learning gaps in a non-threatening environment.
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