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Gamification in Asynchronous Faculty Development
Sponsor: University of Pecs
Summary
TEACH\_UP is a parallel-group randomized trial that evaluated whether adding a gamified design layer to a content-equivalent asynchronous faculty development course improved teaching self-efficacy, teaching orientation, engagement, course participation, and early teaching performance among medical educators at the University of Pécs Medical School. Participants were allocated to a gamified Moodle course or a standard Moodle course containing the same modules, learning objectives, assessments, and feedback. The gamified version added map-based progression, conditional release, experience points, badges, progress visibility, and a leaderboard. Outcomes included pre-post teaching self-efficacy and teaching orientation, post-course engagement, Moodle analytics, course performance, microteaching ratings, and a protocol-specified three-month follow-up survey.
Official title: TEACH-UP - Teaching Engagement and Competency Enhancement Through Asynchronous, User-Centered Pedagogy: A Quality Improvement Initiative in Medical Faculty Development
Key Details
Gender
All
Age Range
18 Years - Any
Study Type
INTERVENTIONAL
Enrollment
73
Start Date
2025-09-01
Completion Date
2026-02-23
Last Updated
2026-08-26
Healthy Volunteers
Yes
Conditions
Interventions
Gamified Asynchronous Faculty Development Course
A 10-module, self-paced faculty development course delivered through the institutional Moodle platform. Each module included interactive H5P content, a discussion activity, a short formative quiz with automated feedback, and a module-related video. The course incorporated a map-based progression pathway, sequential and conditional activity release, experience points, badges, visible progress indicators, and leaderboard functionality. Selected supplementary materials were unlocked according to predefined quiz-performance criteria. The course concluded with a cumulative knowledge assessment and a synchronous microteaching activity. Its learning objectives, substantive content, assessments, and feedback were identical to those of the standard course.
Standard Asynchronous Faculty Development Course
A matched 10-module, self-paced faculty development course delivered through the institutional Moodle platform. It contained the same learning objectives, substantive content, H5P activities, discussions, videos, formative quizzes, automated feedback, cumulative knowledge assessment, and synchronous microteaching activity as the gamified course. The modules were presented through a conventional Moodle interface without map-based progression, experience points, badges, progress indicators, leaderboard functionality, or performance-dependent gamified unlocking. Supplementary materials became available after completion of the relevant quiz regardless of the participant's score.
Locations (1)
Medical School, University of Pécs
Pécs, Baranya, Hungary