Graduation Year

2024

Document Type

Thesis

Degree

M.S.P.H.

Degree Name

MS in Public Health (M.S.P.H.)

Degree Granting Department

Global Health

Major Professor

Deborah Cragun, Ph.D., M.S., CGC

Co-Major Professor

Nevena Krstic, M.S., CGC

Committee Member

Stephen Blessing, Ph.D.

Keywords

Gamification, Quiz, Motivation, Competition

Abstract

The Genetic Counseling Board Examination is a critical assessment for clinical practice in the field. However, the relationship between students’ test-related anxiety, confidence in their ability to study (i.e., self-efficacy), and the use of gamification for board examination preparation remains unexplored. This study compared gamification and traditional quiz-style study methods using two randomized groups of students preparing for the Genetic Counseling Board Examination. The primary objectives were to assess for changes in exam-related anxiety and self-efficacy after completing the respective study materials and to evaluate the acceptability and completion rates of these materials. Ninety-eight genetic counseling students or recent graduates were recruited through a ListServe email and randomly assigned to either the gamification group (consisting of varied types of questions and inclusion of a leader board) or the quiz group (consisting solely of multiple-choice questions). Both groups completed three modules with similar board review content and completed baseline and post-module surveys. Two scatter plots were created to visualize pre-test versus post-test scores on anxiety and self-efficacy for the two groups. Given the two groups had unequal regression line slopes, interaction terms were evaluated using linear regression. Post-hoc paired t-tests were conducted to identify whether primary outcomes changed for either group. Independent samples t-tests compared scores on post-module secondary outcomes (i.e., enjoyment, rates of completion, and implementation). No statistical differences in post-module test-related anxiety or self-efficacy levels were noted across the two groups, but the game group scored significantly higher on levels of enjoyment than the quiz group. Greater levels of enjoyment were also evident in the open-ended survey responses of the game group. Lack of significant differences among other primary and secondary outcomes may be due to low completion rates by study participants (resulting in reduced statistical power) or limited exposure to each study method (with an average of only 11 minutes spent completing all 3 modules). Future studies may include a larger sample and evaluate the impact of additional levels of exposure to study methods.

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