Gamification as an adjunct to medical learning : a randomized controlled study of an educational card game

Background: Memorization remains a fundamental component of medical education, yet the growing volume of factual knowledge challenges learner engagement and retention. Gamification has emerged as a promising strategy to enhance motivation and learning outcomes. Herraf® is a mnemonic-based educational card game developed in Morocco to support medical knowledge acquisition. We aimed to evaluate the impact of a gamified educational card game on short and medium-term knowledge acquisition and retention among senior medical students. Methods: We conducted a prospective randomized controlled study involving seventh-year medical students from Moroccan medical schools. Participants were randomized into three groups: (A) lesson summaries, mnemonic flashcards, and the Herraf® serious game; (B) lesson summaries and mnemonic flashcards; and (C) lesson summaries only. Knowledge acquisition was assessed using a 40-item multiple-choice questionnaire. Results: All groups showed significant improvement between pre-test and post-test scores (p < 0.05). The mean score gain at the immediate post-test was significantly higher in the gamified group compared with both the flashcard-only group (p = 0.016) and the control group (p = 0.02). At 30 days, knowledge retention remained significantly higher than baseline in all groups, with no statistically significant differences between groups. Conclusion: Gamified learning using Herraf® significantly enhances short-term knowledge acquisition compared with non-gamified methods. Educational games may represent a valuable adjunct to traditional medical teaching, particularly for factual learning.