Effectiveness of game-based learning as a supplementary strategy to enhance students’ motivation to study endocrine physiology: an interventional study.

This educational interventional study aims to evaluate the effectiveness of Game Based Learning as a supplementary teaching strategy to enhance first year MBBS students motivation and knowledge in Endocrine Physiology.The study will be conducted at Yenepoya Medical College. Eligible participants who provide informed consent will take a baseline multiple choice question pretest. Based on their pretest scores, students will be systematically allocated into three parallel groups to ensure equal baseline knowledge distribution. The intervention group will participate in a Game Based Learning session. The two comparison groups will participate in either Case Based Learning or Peer Tutoring sessions. Following the sixty minute intervention, all students will complete a post test to measure knowledge retention. Additionally, student motivation, confidence, and perception of the teaching methods will be assessed using a validated questionnaire. The primary goal is to determine if interactive game-based methods yield higher academic engagement and knowledge scores compared to standard active learning techniques.