Abstract
This randomized controlled trial investigated the efficacy of gamified micro-learning modules in enhancing long-term knowledge retention among undergraduate medical students. Over an eight-week intervention period, 120 second-year medical students studying clinical cardiology were randomly assigned to either an experimental group utilizing a custom-designed gamified micro-learning platform (n = 60) or a control group utilizing traditional, text-based self-study materials (n = 60). Knowledge retention was assessed at four distinct intervals: immediately post-intervention, and at one, three, and six months post-intervention. While both groups demonstrated equivalent immediate knowledge acquisition, the experimental group exhibited significantly higher knowledge retention at three months (d = 0.68, p < 0.01) and six months (d = 0.85, p < 0.001) compared to the control group. Furthermore, user engagement metrics and qualitative feedback revealed high levels of satisfaction and intrinsic motivation among students using the gamified micro-learning system. These findings suggest that integrating gamification mechanics—such as spaced repetition, point accumulation, and immediate feedback loops—within a micro-learning framework offers a highly effective pedagogical strategy to mitigate knowledge decay in medical education. This study provides empirical support for the design of modern, digitally-mediated curricula that align with cognitive load theory and self-determination theory, ultimately fostering sustainable clinical competence.
