• Gamifying Medical Education through AI: Evidence, Engagement Patterns, and Pedagogical Implications
  • Hamid Yazdani nejad,1,* Najme Zamani,2
    1. Department of Operating Room and Anesthesiology, School of Allied Medical Sciences, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
    2. MSC student in medical surgical nursing, Nursing and Midwifery school, Kashan University of Medical Sciences,Kashan, Iran


  • Introduction: Gamification, the strategic incorporation of game‐design elements into educational contexts, has emerged as a promising approach for improving learner engagement and performance in medical education. With the advent of artificial intelligence (AI), gamification can be dynamically personalized, data‐driven, and adaptive to individual learning needs. Despite increasing interest, a comprehensive synthesis of evidence regarding AI‐facilitated gamification in medical education is lacking, warranting a systematic review and meta‐analysis to consolidate findings and guide pedagogical practice.
  • Methods: We conducted a systematic review in accordance with PRISMA guidelines, searching PubMed, Scopus, Web of Science, and IEEE Xplore for studies published between January 2000 and May 2025. Eligible studies evaluated AI‐enabled gamified interventions in undergraduate and postgraduate medical education. Data extraction captured study characteristics, intervention design, AI algorithms used, engagement metrics, and learning outcomes. Methodological quality was appraised using the Cochrane Risk of Bias tool. Meta‐analysis employed random‐effects modeling, with effect sizes calculated for engagement scores and knowledge retention, and heterogeneity assessed via I² statistics.
  • Results: A total of 27 studies (n = 3,842 participants) were included. Pooled analysis demonstrated significant improvements in learner engagement (Hedges’ g = 0.62, p < 0.001) and knowledge retention (Hedges’ g = 0.55, p < 0.01) in AI‐gamified interventions compared to traditional instruction. Subgroup analyses revealed higher effect sizes for adaptive feedback systems and clinical scenario simulations. Common engagement patterns included increased time‐on‐task, collaborative problem‐solving, and sustained motivation across longitudinal modules.
  • Conclusion: AI‐driven gamification substantially enhances engagement and learning outcomes in medical education, with implications for curriculum innovation and scalable competence‐based teaching. Integration should consider ethical use of learner data, algorithm transparency, and faculty training. Future trials should examine long‐term retention and interprofessional applicability.
  • Keywords: Gamification; Artificial Intelligence; Medical Education.