{"paper_id":"2237223e-aa0a-4e05-828a-8f6c1f8cc335","body_text":"Leveraging gamification and collaborative learning to enrich the learning gain | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Leveraging gamification and collaborative learning to enrich the learning gain Blanca Bazán-Perkins, José Alfredo Santibañez-Salgado, Angélica Flores-Flores, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6280765/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Collaborative learning and gamification are essential educational tools that enhance student interaction, productivity, and motivation. Studying the biochemical processes of cellular metabolism is a complex task that benefits from these strategies by using metabolic maps. In this study, we combined teaching strategies such as gamification to engage students in developing a collaborative learning environment while constructing a metabolic map, in order to evaluate if this relates to learning gain. Methods A cross-sectional study was conducted using a convenience sampling approach with students from the School of Medicine and Health Sciences at the Mexico City Campus of Tecnológico de Monterrey. Each student was tasked with hand-drawing a metabolic map, and at the end of the course, they were asked to create a collaborative map with elements of gamification and collaborative learning. Students completed questionnaires to assess normalized learning gains and situational motivation scale. Descriptive statistics and Pearson correlation were used to analyze the data. Results Students reported that both individual and collaborative maps benefited their learning in distinct ways, particularly noting that the collaborative learning process enhanced their analysis of metabolic pathways. Gamification and collaborative learning significantly improved normalized learning gains, intrinsic motivation, extrinsic identified regulation, and the self-determination index. The magnitude of normalized learning gains correlated with the grade of intrinsic motivation, extrinsic identified regulation, and the self-determination index. Conclusion We concluded that both individual and collaborative maps benefited students' learning in distinct ways, with collaborative learning enhancing their analysis of metabolic pathways. Additionally, gamification and collaborative learning significantly improved learning gains and self-determination. Collaborative learning gamification learning gain health sciences motivation Figures Figure 1 Introduction Collaborative learning is an important educational tool that promotes student interaction, boosts productivity, and enhances individual and team efforts (1). In such environments, collaborative work can develop intrinsic motivation (2). Motivation is an essential part of human experience that includes a spectrum that includes intrinsic motivation, extrinsic motivation, and amotivation. Self-determination theory categorizes motivation from intrinsic, which is autonomous, arises spontaneously, voluntary and internally driven, to controlled, or motivated extrinsically by external pressures. Extrinsic motivation includes various types, from external regulation (least self-determined) to integrated regulation (most self-determined) (3). Finally, amotivation, at the lowest end of self-determination, involves a lack of connection between actions and outcomes, resulting in feelings of incompetence and no motivation. Both intrinsic and extrinsic motivations are dynamic phenomena stabilized by self-regulation and self-determination processes and are influenced by personal experiences (3, 4). Gamification is an educational strategy that incorporates game elements to enhance non-game environments and is also recognized for providing elements of motivation by creating environments designed to foster autonomy, self-affirmation, competence, and relevance in relation to the task, thus enhancing learning gains (5). \"Learning gain\" is a term broadly used to describe the tangible changes in learning achieved after a specific intervention. Evaluating the level of learning can help identify if a particular learning strategy or style is more suitable (6-8). Studying cellular metabolism poses a significant teaching challenge due to the complexity of biochemical reactions, the diversity of involved molecules, and the regulation of each process (9). Various strategies for studying metabolism have been proposed, including videos (10), animations (11), and even origami (12). A commonly used strategy is the incorporation of metabolic maps (13, 14). In this study, we evaluate the learning gain in relation to motivation changes induced by collaborative learning and gamification during the building of metabolic maps in students of medicine and health sciences. Methods To assess the influence of collaborative learning and gamification on academic performance, first-semester students taking the Metabolism and Functional Biochemistry course at Tecnológico de Monterrey, Mexico City Campus, were invited to join the study at the start of the term. The participants came from the Medical Surgeon, Nutrition and Integral Well-being, and Biomedical Engineering programs. The study followed a cross-sectional design and used a convenience sampling method. For inclusion in the study, students had to complete the entire course, respond to all questionnaires, finish all quizzes, and voluntarily agree to participate. They were informed about the handling of their personal data, adhering to the Federal Institute of Access to Public Information in Mexico's protection guidelines. This research received approval from the Instituto Nacional de Enfermedades Respiratorias' (INER S01-16) research and ethics committees. Study design At the start of the course, each student was tasked with hand-drawing a metabolic map using class information and specialized biochemistry textbooks. This map included the main catabolic and anabolic pathways for carbohydrates, lipids, amino acids, and nucleic acids. Students were instructed to detail the chemical structure and name of each molecule, as well as the enzyme, coenzyme, or cofactor involved in each reaction. Additionally, students were instructed not to repeat molecules found in the cytoplasm, allowing repetition only if the molecules were located in the mitochondria or peroxisome. There were no restrictions on the style or size of the map. By the end of the course, in addition to their individual maps, some students were asked to create a collaborative map in teams of three members, composed of students with the highest and lowest grades from different majors. The team map had to adhere to specific style and size guidelines according to the standards set by the Academy of Metabolism and Functional Biochemistry at Tecnologico de Monterrey's School of Medicine. The gamification aspect of the study involved a metabolic map competition between these groups. To improve their scores, students not only focused on creating high-quality maps but also engaged in collaborative learning by studying together. The evaluation was conducted by faculty and advanced semester students and included assessments of team performance and the form of the maps. These results did not impact the final grades. The top three teams were recognized by the directors of the School of Medicine. The students in the control group only completed their individual map. Instruments Motivation was evaluated using the Situational Motivation Scale (SIMS). Participants rated their agreement with various statements on a 7-point scale, where 1 indicated \"strongly disagree\" and 7 indicated \"strongly agree.\" Prior research has confirmed the SIMS's validity and reliability in multiple fields in English and Spanish (15-17). The SIMS test comprises five different scales, each measuring distinct aspects with four items. These scales include amotivation (A), extrinsic external regulation (ER), intrinsic motivation (IM), extrinsic identified regulation (IR), and a self-determination index calculated using the following formula (Equation 1): Self-determination index = (2 x IM) + IR - ER - (2 x A) (1) The SIMS questionnaire was administered at the beginning and at the end of the course. To assess the normalized learning gain, a 40-item true-false questionnaire focusing on energetic metabolism topics covered in the course was administered. This questionnaire was given to students in the classroom before the course began and again during the last class before the final exam, scheduled a few days later, to discourage any studying prior to the post-test. The normalized learning gain for each student was calculated using Hake's normalized learning gain formula (Equation 2): Normalized learning gain = (Posttest - Pretest) / (Max score - Pretest) (2) This formula considers the scores from the questionnaire taken at the beginning (Pretest) and at the end of the course (Posttest). Given that the questionnaire comprised 40 questions, the Max score was 40, representing the highest possible grade. The questionnaires were administered under consistent conditions to all participants to minimize variations that could potentially affect the results. Supplementary File 1 presented the true and false statements used to assess learning gain in this study. Both questionnaires, i.e., the learning gain and SIMS, have been previously used in medical student studies (18, 19). Data collection Once the students agreed to participate, they were randomly assigned an identification number to use when answering all the questionnaires. The SIMS and learning gain questionnaires were administered during class hours, with students allocated 40 minutes to answer the 40 questions on the learning gain questionnaire and 10 minutes for the SIMS questionnaire. An additional questionnaire about their experience working with both individual and collaborative maps was included only for the students who had both experiences. This additional questionnaire was completed by the students outside of class at the end of the course. Each questionnaire's cover page outlined the study's purpose, indicated that participation was voluntary, and assured participants that the data obtained would remain anonymous throughout the study. A total of 98 questionnaires were collected, of which only 85 were properly completed and suitable for analysis. Statistical Analysis The obtained data was arranged using MS Office Excel 2016 (Microsoft Corporation, Redmond, Washington, USA). The statistical analysis was conducted using STATA 17. To evaluate the relation between SIMS elements and learning gain under collaborative learning and gamification environments, the difference of post- less pre- (Δ) was used. The association between the different variables was determined by the Pearson correlation coefficient. The changes between the groups were evaluated using the paired and unpaired Student's t-test and the statistical significance was established with a p < 0.05. The data in the figures is expressed as mean ± standard error. Results Eighty-five students voluntarily participated in this study (control group = 40; study group = 45). All maps varied in size and style. When constructing individual maps, students had many doubts and required continuous guidance. However, when students made their maps collaboratively at the end of the course, the maps were better constructed, and there were fewer requests for guidance. Experience of building metabolic maps Students who completed both individual and collaborative maps were asked about their experience working on these maps. When asked if they had to choose between creating only one type of map, either collaborative or individual, the majority (78%) responded that they would choose to do both. They cited several reasons for this decision, indicating that the individual map, which they found the most challenging, forced them to understand the structure and name of each molecule and chemical reaction. In contrast, the collaborative map required them to reason and analyze metabolic processes. They also believed that the map contest was important because it motivated them to put as much effort into building the map as into studying as a team to answer the evaluators' questions and win the contest. Effect of collaborative learning and gamification on motivation and learning gain Gamification and collaborative learning induced a significant increase in learning gain compared to the control group (p < 0.001; Table 1). In addition, the results of the SIMS questionnaire showed that incorporating collaborative learning and gamification led to an increase in intrinsic motivation, identified extrinsic motivation, and the self-determination index, measured by the comparison between the respective pre- vs post-SIMS elements (p < 0.001; Table 1). The baseline values of the SIMS element evaluation showed no significant differences between the control groups compared to those of gamification and collaborative learning. A significant correlation was observed between the magnitude of Δ intrinsic motivation, extrinsic motivation, and the self-determination index with normalized learning gain level (p < 0.001; Figure 1). Discussion This study presents the results of implementing gamification to stimulate and engage students in creating a collaborative map, aiming to improve the analysis of metabolic interactions and measure learning gains. The results suggest that learning gains are associated with changes induced by gamification and collaborative learning environments in intrinsic motivation, identified extrinsic motivation, and the self-determination index. Gamification is the integration of game-like elements into non-game contexts to influence or engage individuals in adopting specific behaviors, a concept that has been adapted based on the context in which it is applied. In fact, the components of gamification are employed as persuasive strategies to motivate behavioral change (23). It has been observed that this behavioral change is based on self-determination theory and motivational psychology (20, 21). On the other hand, collaborative learning is also part of persuasive strategies in gamification to motivate desired behaviors, attitudes, or decisions through rewards, social comparison, competition, and social learning (22, 23). The combination of both strategies led to an increase in intrinsic motivation, which plays a significant role in the teaching-learning process by inducing enjoyment, conceptual understanding, and the development of conceptual learning (24). This strategy also increased identified extrinsic motivation, characterized by self-endorsement of goals, where the student recognizes the personal importance of a behavior and accepts its regulation as their own (20, 21). This suggests that these teaching-learning strategies play an important role in enhancing motivation and the self-determination index in the classroom. The significant correlation between the degree of intrinsic motivation, identified extrinsic motivation, and the self-determination index with increased learning indicates that fostering a gamified and collaborative learning environment can lead to tangible improvements in academic performance. These findings can influence the design of educational programs, suggesting that the integration of gamification and collaborative learning strategies can be a powerful tool to improve both student motivation and learning. We acknowledge that one of the limitations of this study is the sample size, as the intervention was conducted with only a small group of students. However, despite this limitation, the statistical analysis revealed strong significance in the results, which reinforces the proposal of potential suggestions for the use of these tools. In conclusion, the results of this study indicate that implementing gamification and collaborative learning environments significantly boosts intrinsic motivation, identified extrinsic motivation, and the self-determination index, leading to improved learning gains. These findings suggest that such strategies can effectively enhance educational programs and academic performance. Abbreviations A: Amotivation IM: Intrinsic motivation INER: Instituto Nacional de Enfermedades Respiratorias Maxcore: Maximunm possible grade Pretest: the score of a questionary at the beginning of the course Posttest: the score of a questionary at the end of the course RE: extrinsic external regulation RI: extrinsic identified regulation SIMS: Situational Motivation Scale Declarations Ethics approval and consent to participate This project was approved by the research and ethics committees of the Instituto Nacional de Enfermedades Respiratorias. The committee's records are IORG0003948 and FWA0008171. The approval number is INER S01-16. Participants provided their informed consent to participate in this study. Consent for publication Not applicable. Availability of data and materials The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request. Competing interests None of the authors have competing interests. Funding Not applicable Authors' contributions BBP and AAO designed the experiment, JASS drafted the manuscript, BBP, AFF y VAZ collected and analyzed the data, reviewed and approved the final version of the document. Acknowledgements Not applicable Clinical trial number not applicable. References Yi TY, Shreyans P, Vallabhajosyula R. Learning by making - student-made models and creative projects for medical education: systematic review with qualitative synthesis. BMC Med Educ. 2025;25(1):143. Clark I, Dumas G. Toward a neural basis for peer-interaction: what makes peer-learning tick? Front Psychol. 2015;6:28. Bandhu D, Mohan MM, Nittala NAP, Jadhav P, Bhadauria A, Saxena KK. Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychol (Amst). 2024;244:104177. Morris LS, Grehl MM, Rutter SB, Mehta M, Westwater ML. On what motivates us: a detailed review of intrinsic. Psychol Med. 2022;52(10):1801-16. Nevin CR, Westfall AO, Rodriguez JM, Dempsey DM, Cherrington A, Roy B, et al. Gamification as a tool for enhancing graduate medical education. Postgrad Med J. 2014;90(1070):685-93. Westphale S, Backhaus J, Koenig S. Quantifying teaching quality in medical education: The impact of learning gain calculation. Med Educ. 2022;56(3):312-20. Koch M, Günster SA, Widder A, Seyfried F, Germer CT, Backhaus J, et al. Improved Learning Gain in Medical Students by Using Animated Whiteboard-Videos in Comparison to Textbooks in Surgery. J Med Educ Curric Dev. 2024;11:23821205241262684. Pickering JD. Measuring learning gain: Comparing anatomy drawing screencasts and paper‐based resources. . Anatomical sciences education ,. 2017;10(4):307-16. Wood EJ. Biochemistry and molecular biology teaching over the past 50 years. Nat Rev Mol Cell Biol. 2001;2(3):217-21. Cox JR. Enhancing student interactions with the instructor and content using pen-based technology, YouTube videos, and virtual conferencing. Biochem Mol Biol Educ. 2011;39(1):4-9. Teplá M, Klímová H. Using Adobe Flash animations of electron transport chain to teach and learn biochemistry. Biochem Mol Biol Educ. 2015;43(4):294-9. Sharp D. Biochemist-tree: Using modular origami to understand the integration of intermediary metabolism. Biochem Mol Biol Educ. 2013;41(5):309-14. Nguyen K, Silveira JR, Lounsbury KM. Use of Integrated Metabolic Maps as a Framework for Teaching Biochemical Pathways in the Pre-clinical Medical Curriculum. Med Sci Educ. 2024;34(4):815-21. Gromley Z, Agwuncha C, Nahar VK, Gromley A. The effectiveness of the metabolic map in promoting meaningful learning. J Osteopath Med. 2022;122(3):125-31. Martín-Albo J, Núñez JL, Navarro JG. Validation of the Spanish version of the Situational Motivation Scale (EMSI) in the educational context. Span J Psychol. 2009;12(2):799-807. Buch R, Nerstad CG, Säfvenbom R. The interactive roles of mastery climate and performance climate in predicting intrinsic motivation. Scand J Med Sci Sports. 2017;27(2):245-53. Nerstad CGL, Buch R, Dysvik A, Säfvenbom R. Stability of Individuals' Definitions of Success and the Influence of Perceived Motivational Climate: A Longitudinal Perspective. Front Psychol. 2020;11:1326. Bazán-Perkins B, Santibañez-Salgado JA. Relationship between the learning gains and learning style preferences among students from the school of medicine and health sciences. BMC Med Educ. 2025;25(1):71. Merola P, Cardoso MB, Barreto G, Chagas MC, Farias Oliveira Saunders L, Saunders B, et al. Virtual Reality High-Intensity Interval Training Exergaming Compared to Traditional High-Intensity Circuit Training Among Medical Students: Pilot Crossover Study. JMIR Serious Games. 2025;13:e63461. Ryan RM, Deci EL. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemp Educ Psychol. 2000;25(1):54-67. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68-78. Lee RKY, Ng BYN, Chen MD. Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry. Biochem Mol Biol Educ. 2025;53(1):89-99. Perez-Aranda J, Medina-Claros S, Urrestarazu-Capellán R. Effects of a collaborative and gamified online learning methodology on class and test emotions. Educ Inf Technol (Dordr). 2023:1-33. Kruglanski AW, Fishbach A, Woolley K, Bélanger JJ, Chernikova M, Molinario E, et al. A structural model of intrinsic motivation: On the psychology of means-ends fusion. Psychol Rev. 2018;125(2):165-82. Tables Table 1 is available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Table1.pptx R1Supplementaryfile1.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-6280765\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":true,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":554827567,\"identity\":\"4dda0a54-a8c2-41b6-a806-495894bd0f97\",\"order_by\":0,\"name\":\"Blanca Bazán-Perkins\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAsElEQVRIiWNgGAWjYHACZoYEBgY50rUYk6gFCBIbiFZvzt772ODhjrr0Dbebn25gzDlMWItlz3HjhMQzh3M33DlmdoNxWxphLQY30pgPJLYdyN1wIwGkxYYILfefgbTUpRvcSP8G1CJBjC1szAmJbcwJBjdyiLTFsieN2SCx7bDhzBs5ZTcSifGLOfsxZsmfbXXyfDfSt934uI2IEDNA4SUQ1oCuZRSMglEwCkYBNgAA7008NGzkv+4AAAAASUVORK5CYII=\",\"orcid\":\"\",\"institution\":\"Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Blanca\",\"middleName\":\"\",\"lastName\":\"Bazán-Perkins\",\"suffix\":\"\"},{\"id\":554827568,\"identity\":\"618121b9-22a2-456c-b534-a98beb0f88b0\",\"order_by\":1,\"name\":\"José Alfredo Santibañez-Salgado\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"José\",\"middleName\":\"Alfredo\",\"lastName\":\"Santibañez-Salgado\",\"suffix\":\"\"},{\"id\":554827569,\"identity\":\"52c9f2f6-c9c3-4ac2-b7c6-10b4e42093c1\",\"order_by\":2,\"name\":\"Angélica Flores-Flores\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Angélica\",\"middleName\":\"\",\"lastName\":\"Flores-Flores\",\"suffix\":\"\"},{\"id\":554827570,\"identity\":\"ffcd7ea7-acce-467a-a195-4668259ec07e\",\"order_by\":3,\"name\":\"Valeria Zuñiga-Rubio\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Valeria\",\"middleName\":\"\",\"lastName\":\"Zuñiga-Rubio\",\"suffix\":\"\"},{\"id\":554827571,\"identity\":\"3ab23cc8-4266-4747-b5d7-e95dc32c9292\",\"order_by\":4,\"name\":\"Andrés Arispe-Oliver\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Programa Universitario de Estudios sobre Democracia, Justicia y Sociedad, Universidad Nacional Autonoma de Mexico\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Andrés\",\"middleName\":\"\",\"lastName\":\"Arispe-Oliver\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2025-03-22 01:08:10\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-6280765/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-6280765/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":97438785,\"identity\":\"12b3978f-e7c2-4aa8-98cd-ed67d64f8eed\",\"added_by\":\"auto\",\"created_at\":\"2025-12-04 11:30:59\",\"extension\":\"jpg\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":421594,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eRelationship between motivation and normalized learning gain. Scatter plots showing that the difference between post- and pre- (Δ) intrinsic motivation, external identified regulation, and self-determination index correlated with the magnitude of normalized learning gain. r = Pearson correlation coefficient.\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Picture1.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6280765/v1/677c7e453ab2b883f2f064fd.jpg\"},{\"id\":109613908,\"identity\":\"9bf74192-745a-4a72-9996-89e0d20dce8e\",\"added_by\":\"auto\",\"created_at\":\"2026-05-20 08:11:32\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":556723,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6280765/v1/0494b7a8-67a2-4756-af55-795d15270ea3.pdf\"},{\"id\":97438787,\"identity\":\"6fb91b4e-84c5-478c-a851-092d641cebb4\",\"added_by\":\"auto\",\"created_at\":\"2025-12-04 11:30:59\",\"extension\":\"pptx\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"supplement\",\"size\":49748,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"Table1.pptx\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6280765/v1/14f6226c8fb5d6694a536c55.pptx\"},{\"id\":97438786,\"identity\":\"25aa3762-5c9e-48c0-8512-fc7fa098eb3e\",\"added_by\":\"auto\",\"created_at\":\"2025-12-04 11:30:59\",\"extension\":\"docx\",\"order_by\":1,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"supplement\",\"size\":16898,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"R1Supplementaryfile1.docx\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6280765/v1/290593405a7ed85dc4bfcfd7.docx\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Leveraging gamification and collaborative learning to enrich the learning gain\",\"fulltext\":[{\"header\":\"Introduction\",\"content\":\"\\u003cp\\u003eCollaborative learning is an important educational tool that promotes student interaction, boosts productivity, and enhances individual and team efforts (1). In such environments, collaborative work can develop intrinsic motivation (2). Motivation is an essential part of human experience that includes a spectrum that includes intrinsic motivation, extrinsic motivation, and amotivation. Self-determination theory categorizes motivation from intrinsic, which is autonomous, arises spontaneously, voluntary and internally driven, to controlled, or motivated extrinsically by external pressures. Extrinsic motivation includes various types, from external regulation (least self-determined) to integrated regulation (most self-determined) (3). Finally, amotivation, at the lowest end of self-determination, involves a lack of connection between actions and outcomes, resulting in feelings of incompetence and no motivation. Both intrinsic and extrinsic motivations are dynamic phenomena stabilized by self-regulation and self-determination processes and are influenced by personal experiences (3, 4).\\u003c/p\\u003e\\n\\u003cp\\u003eGamification is an educational strategy that incorporates game elements to enhance non-game environments and is also recognized for providing elements of motivation by creating environments designed to foster autonomy, self-affirmation, competence, and relevance in relation to the task, thus enhancing learning gains (5). \\\"Learning gain\\\" is a term broadly used to describe the tangible changes in learning achieved after a specific intervention. Evaluating the level of learning can help identify if a particular learning strategy or style is more suitable (6-8).\\u003c/p\\u003e\\n\\u003cp\\u003eStudying cellular metabolism poses a significant teaching challenge due to the complexity of biochemical reactions, the diversity of involved molecules, and the regulation of each process (9). Various strategies for studying metabolism have been proposed, including videos (10), animations (11), and even origami (12). A commonly used strategy is the incorporation of metabolic maps (13, 14). In this study, we evaluate the learning gain in relation to motivation changes induced by collaborative learning and gamification during the building of metabolic maps in students of medicine and health sciences.\\u003c/p\\u003e\"},{\"header\":\"Methods\",\"content\":\"\\u003cp\\u003eTo assess the influence of collaborative learning and gamification on academic performance, first-semester students taking the Metabolism and Functional Biochemistry course at Tecnológico de Monterrey, Mexico City Campus, were invited to join the study at the start of the term. The participants came from the Medical Surgeon, Nutrition and Integral Well-being, and Biomedical Engineering programs. The study followed a cross-sectional design and used a convenience sampling method. For inclusion in the study, students had to complete the entire course, respond to all questionnaires, finish all quizzes, and voluntarily agree to participate. They were informed about the handling of their personal data, adhering to the Federal Institute of Access to Public Information in Mexico's protection guidelines. This research received approval from the Instituto Nacional de Enfermedades Respiratorias' (INER S01-16) research and ethics committees.\\u003c/p\\u003e\\n\\u003cp\\u003eStudy design\\u003c/p\\u003e\\n\\u003cp\\u003eAt the start of the course, each student was tasked with hand-drawing a metabolic map using class information and specialized biochemistry textbooks. This map included the main catabolic and anabolic pathways for carbohydrates, lipids, amino acids, and nucleic acids. Students were instructed to detail the chemical structure and name of each molecule, as well as the enzyme, coenzyme, or cofactor involved in each reaction. Additionally, students were instructed not to repeat molecules found in the cytoplasm, allowing repetition only if the molecules were located in the mitochondria or peroxisome. There were no restrictions on the style or size of the map.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eBy the end of the course, in addition to their individual maps, some students were asked to create a collaborative map in teams of three members, composed of students with the highest and lowest grades from different majors. The team map had to adhere to specific style and size guidelines according to the standards set by the Academy of Metabolism and Functional Biochemistry at Tecnologico de Monterrey's School of Medicine.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eThe gamification aspect of the study involved a metabolic map competition between these groups. To improve their scores, students not only focused on creating high-quality maps but also engaged in collaborative learning by studying together. The evaluation was conducted by faculty and advanced semester students and included assessments of team performance and the form of the maps. These results did not impact the final grades. The top three teams were recognized by the directors of the School of Medicine. The students in the control group only completed their individual map.\\u003c/p\\u003e\\n\\u003cp\\u003eInstruments\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eMotivation was evaluated using the Situational Motivation Scale (SIMS). Participants rated their agreement with various statements on a 7-point scale, where 1 indicated \\\"strongly disagree\\\" and 7 indicated \\\"strongly agree.\\\" Prior research has confirmed the SIMS's validity and reliability in multiple fields in English and Spanish (15-17). The SIMS test comprises five different scales, each measuring distinct aspects with four items. These scales include amotivation (A), extrinsic external regulation (ER), intrinsic motivation (IM), extrinsic identified regulation (IR), and a self-determination index calculated using the following formula (Equation 1):\\u003c/p\\u003e\\n\\u003cp\\u003eSelf-determination index = (2 x IM) + IR - ER - (2 x A) (1)\\u003c/p\\u003e\\n\\u003cp\\u003eThe SIMS questionnaire was administered at the beginning and at the end of the course. To assess the normalized learning gain, a 40-item true-false questionnaire focusing on energetic metabolism topics covered in the course was administered. This questionnaire was given to students in the classroom before the course began and again during the last class before the final exam, scheduled a few days later, to discourage any studying prior to the post-test. The normalized learning gain for each student was calculated using Hake's normalized learning gain formula (Equation 2):\\u003c/p\\u003e\\n\\u003cp\\u003eNormalized learning gain = (Posttest - Pretest) / (Max score - Pretest) (2)\\u003c/p\\u003e\\n\\u003cp\\u003eThis formula considers the scores from the questionnaire taken at the beginning (Pretest) and at the end of the course (Posttest). Given that the questionnaire comprised 40 questions, the Max score was 40, representing the highest possible grade.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eThe questionnaires were administered under consistent conditions to all participants to minimize variations that could potentially affect the results. Supplementary File 1 presented the true and false statements used to assess learning gain in this study. Both questionnaires, i.e., the learning gain and SIMS, have been previously used in medical student studies (18, 19).\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eData collection\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eOnce the students agreed to participate, they were randomly assigned an identification number to use when answering all the questionnaires. The SIMS and learning gain questionnaires were administered during class hours, with students allocated 40 minutes to answer the 40 questions on the learning gain questionnaire and 10 minutes for the SIMS questionnaire. An additional questionnaire about their experience working with both individual and collaborative maps was included only for the students who had both experiences. This additional questionnaire was completed by the students outside of class at the end of the course. Each questionnaire's cover page outlined the study's purpose, indicated that participation was voluntary, and assured participants that the data obtained would remain anonymous throughout the study. A total of 98 questionnaires were collected, of which only 85 were properly completed and suitable for analysis.\\u003c/p\\u003e\\n\\u003cp\\u003eStatistical Analysis\\u003c/p\\u003e\\n\\u003cp\\u003eThe obtained data was arranged using MS Office Excel 2016 (Microsoft Corporation, Redmond, Washington, USA). The statistical analysis was conducted using STATA 17. To evaluate the relation between SIMS elements and learning gain under collaborative learning and gamification environments, the difference of post- less pre- (Δ) was used. The association between the different variables was determined by the Pearson correlation coefficient. The changes between the groups were evaluated using the paired and unpaired Student's t-test and the statistical significance was established with a p \\u0026lt; 0.05. The data in the figures is expressed as mean ± standard error.\\u003c/p\\u003e\"},{\"header\":\"Results\",\"content\":\"\\u003cp\\u003eEighty-five students voluntarily participated in this study (control group = 40; study group = 45). All maps varied in size and style. When constructing individual maps, students had many doubts and required continuous guidance. However, when students made their maps collaboratively at the end of the course, the maps were better constructed, and there were fewer requests for guidance.\\u003c/p\\u003e\\n\\u003cp\\u003eExperience of building metabolic maps\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eStudents who completed both individual and collaborative maps were asked about their experience working on these maps. When asked if they had to choose between creating only one type of map, either collaborative or individual, the majority (78%) responded that they would choose to do both. They cited several reasons for this decision, indicating that the individual map, which they found the most challenging, forced them to understand the structure and name of each molecule and chemical reaction. In contrast, the collaborative map required them to reason and analyze metabolic processes. They also believed that the map contest was important because it motivated them to put as much effort into building the map as into studying as a team to answer the evaluators' questions and win the contest.\\u003c/p\\u003e\\n\\u003cp\\u003eEffect of collaborative learning and gamification on motivation and learning gain\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eGamification and collaborative learning induced a significant increase in learning gain compared to the control group (p \\u0026lt; 0.001; Table 1). In addition, the results of the SIMS questionnaire showed that incorporating collaborative learning and gamification led to an increase in intrinsic motivation, identified extrinsic motivation, and the self-determination index, measured by the comparison between the respective pre- vs post-SIMS elements (p \\u0026lt; 0.001; Table 1). The baseline values of the SIMS element evaluation showed no significant differences between the control groups compared to those of gamification and collaborative learning. A significant correlation was observed between the magnitude of Δ intrinsic motivation, extrinsic motivation, and the self-determination index with normalized learning gain level (p \\u0026lt; 0.001; Figure 1).\\u003c/p\\u003e\"},{\"header\":\"Discussion\",\"content\":\"\\u003cp\\u003eThis study presents the results of implementing gamification to stimulate and engage students in creating a collaborative map, aiming to improve the analysis of metabolic interactions and measure learning gains. The results suggest that learning gains are associated with changes induced by gamification and collaborative learning environments in intrinsic motivation, identified extrinsic motivation, and the self-determination index.\\u003c/p\\u003e\\n\\u003cp\\u003eGamification is the integration of game-like elements into non-game contexts to influence or engage individuals in adopting specific behaviors, a concept that has been adapted based on the context in which it is applied. In fact, the components of gamification are employed as persuasive strategies to motivate behavioral change (23). It has been observed that this behavioral change is based on self-determination theory and motivational psychology (20, 21). On the other hand, collaborative learning is also part of persuasive strategies in gamification to motivate desired behaviors, attitudes, or decisions through rewards, social comparison, competition, and social learning (22, 23).\\u003c/p\\u003e\\n\\u003cp\\u003eThe combination of both strategies led to an increase in intrinsic motivation, which plays a significant role in the teaching-learning process by inducing enjoyment, conceptual understanding, and the development of conceptual learning (24). This strategy also increased identified extrinsic motivation, characterized by self-endorsement of goals, where the student recognizes the personal importance of a behavior and accepts its regulation as their own (20, 21). This suggests that these teaching-learning strategies play an important role in enhancing motivation and the self-determination index in the classroom.\\u003c/p\\u003e\\n\\u003cp\\u003eThe significant correlation between the degree of intrinsic motivation, identified extrinsic motivation, and the self-determination index with increased learning indicates that fostering a gamified and collaborative learning environment can lead to tangible improvements in academic performance. These findings can influence the design of educational programs, suggesting that the integration of gamification and collaborative learning strategies can be a powerful tool to improve both student motivation and learning.\\u003c/p\\u003e\\n\\u003cp\\u003eWe acknowledge that one of the limitations of this study is the sample size, as the intervention was conducted with only a small group of students. However, despite this limitation, the statistical analysis revealed strong significance in the results, which reinforces the proposal of potential suggestions for the use of these tools.\\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp;\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eIn conclusion, the results of this study indicate that implementing gamification and collaborative learning environments significantly boosts intrinsic motivation, identified extrinsic motivation, and the self-determination index, leading to improved learning gains. These findings suggest that such strategies can effectively enhance educational programs and academic performance.\\u003c/p\\u003e\"},{\"header\":\"Abbreviations\",\"content\":\"\\u003cp\\u003eA: Amotivation\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eIM: Intrinsic motivation\\u003c/p\\u003e\\n\\u003cp\\u003eINER: Instituto Nacional de Enfermedades Respiratorias\\u003c/p\\u003e\\n\\u003cp\\u003eMaxcore: Maximunm possible grade\\u003c/p\\u003e\\n\\u003cp\\u003ePretest: the score of a questionary at the beginning of the course\\u003c/p\\u003e\\n\\u003cp\\u003ePosttest: the score of a questionary at the end of the course\\u003c/p\\u003e\\n\\u003cp\\u003eRE: extrinsic external regulation\\u003c/p\\u003e\\n\\u003cp\\u003eRI: extrinsic identified regulation\\u003c/p\\u003e\\n\\u003cp\\u003eSIMS: Situational Motivation Scale\\u003c/p\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003cstrong\\u003eEthics approval and consent to participate\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThis project was approved by the research and ethics committees of the Instituto Nacional de Enfermedades Respiratorias. The committee\\u0026apos;s records are IORG0003948 and FWA0008171. The approval number is INER S01-16. Participants provided their informed consent to participate in this study.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConsent for publication\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAvailability of data and materials\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe datasets used and analyzed during the current study are available from the corresponding author upon reasonable request.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eCompeting interests\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNone of the authors have competing interests.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFunding\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAuthors\\u0026apos; contributions\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eBBP and AAO designed the experiment, JASS drafted the manuscript, BBP, AFF y VAZ collected and analyzed the data, reviewed and approved the final version of the document.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAcknowledgements\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eClinical trial number\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003enot applicable.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eYi TY, Shreyans P, Vallabhajosyula R. Learning by making - student-made models and creative projects for medical education: systematic review with qualitative synthesis. BMC Med Educ. 2025;25(1):143.\\u003c/li\\u003e\\n\\u003cli\\u003eClark I, Dumas G. Toward a neural basis for peer-interaction: what makes peer-learning tick? Front Psychol. 2015;6:28.\\u003c/li\\u003e\\n\\u003cli\\u003eBandhu D, Mohan MM, Nittala NAP, Jadhav P, Bhadauria A, Saxena KK. Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychol (Amst). 2024;244:104177.\\u003c/li\\u003e\\n\\u003cli\\u003eMorris LS, Grehl MM, Rutter SB, Mehta M, Westwater ML. On what motivates us: a detailed review of intrinsic. Psychol Med. 2022;52(10):1801-16.\\u003c/li\\u003e\\n\\u003cli\\u003eNevin CR, Westfall AO, Rodriguez JM, Dempsey DM, Cherrington A, Roy B, et al. Gamification as a tool for enhancing graduate medical education. Postgrad Med J. 2014;90(1070):685-93.\\u003c/li\\u003e\\n\\u003cli\\u003eWestphale S, Backhaus J, Koenig S. Quantifying teaching quality in medical education: The impact of learning gain calculation. Med Educ. 2022;56(3):312-20.\\u003c/li\\u003e\\n\\u003cli\\u003eKoch M, G\\u0026uuml;nster SA, Widder A, Seyfried F, Germer CT, Backhaus J, et al. Improved Learning Gain in Medical Students by Using Animated Whiteboard-Videos in Comparison to Textbooks in Surgery. J Med Educ Curric Dev. 2024;11:23821205241262684.\\u003c/li\\u003e\\n\\u003cli\\u003ePickering JD. Measuring learning gain: Comparing anatomy drawing screencasts and paper‐based resources.\\u0026nbsp;. \\u003cem\\u003eAnatomical sciences education\\u003c/em\\u003e ,. 2017;10(4):307-16.\\u003c/li\\u003e\\n\\u003cli\\u003eWood EJ. Biochemistry and molecular biology teaching over the past 50 years. Nat Rev Mol Cell Biol. 2001;2(3):217-21.\\u003c/li\\u003e\\n\\u003cli\\u003eCox JR. Enhancing student interactions with the instructor and content using pen-based technology, YouTube videos, and virtual conferencing. Biochem Mol Biol Educ. 2011;39(1):4-9.\\u003c/li\\u003e\\n\\u003cli\\u003eTepl\\u0026aacute; M, Kl\\u0026iacute;mov\\u0026aacute; H. Using Adobe Flash animations of electron transport chain to teach and learn biochemistry. Biochem Mol Biol Educ. 2015;43(4):294-9.\\u003c/li\\u003e\\n\\u003cli\\u003eSharp D. Biochemist-tree: Using modular origami to understand the integration of intermediary metabolism. Biochem Mol Biol Educ. 2013;41(5):309-14.\\u003c/li\\u003e\\n\\u003cli\\u003eNguyen K, Silveira JR, Lounsbury KM. Use of Integrated Metabolic Maps as a Framework for Teaching Biochemical Pathways in the Pre-clinical Medical Curriculum. Med Sci Educ. 2024;34(4):815-21.\\u003c/li\\u003e\\n\\u003cli\\u003eGromley Z, Agwuncha C, Nahar VK, Gromley A. The effectiveness of the metabolic map in promoting meaningful learning. J Osteopath Med. 2022;122(3):125-31.\\u003c/li\\u003e\\n\\u003cli\\u003eMart\\u0026iacute;n-Albo J, N\\u0026uacute;\\u0026ntilde;ez JL, Navarro JG. Validation of the Spanish version of the Situational Motivation Scale (EMSI) in the educational context. Span J Psychol. 2009;12(2):799-807.\\u003c/li\\u003e\\n\\u003cli\\u003eBuch R, Nerstad CG, S\\u0026auml;fvenbom R. The interactive roles of mastery climate and performance climate in predicting intrinsic motivation. Scand J Med Sci Sports. 2017;27(2):245-53.\\u003c/li\\u003e\\n\\u003cli\\u003eNerstad CGL, Buch R, Dysvik A, S\\u0026auml;fvenbom R. Stability of Individuals' Definitions of Success and the Influence of Perceived Motivational Climate: A Longitudinal Perspective. Front Psychol. 2020;11:1326.\\u003c/li\\u003e\\n\\u003cli\\u003eBaz\\u0026aacute;n-Perkins B, Santiba\\u0026ntilde;ez-Salgado JA. Relationship between the learning gains and learning style preferences among students from the school of medicine and health sciences. BMC Med Educ. 2025;25(1):71.\\u003c/li\\u003e\\n\\u003cli\\u003eMerola P, Cardoso MB, Barreto G, Chagas MC, Farias Oliveira Saunders L, Saunders B, et al. Virtual Reality High-Intensity Interval Training Exergaming Compared to Traditional High-Intensity Circuit Training Among Medical Students: Pilot Crossover Study. JMIR Serious Games. 2025;13:e63461.\\u003c/li\\u003e\\n\\u003cli\\u003eRyan RM, Deci EL. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemp Educ Psychol. 2000;25(1):54-67.\\u003c/li\\u003e\\n\\u003cli\\u003eRyan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68-78.\\u003c/li\\u003e\\n\\u003cli\\u003eLee RKY, Ng BYN, Chen MD. Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry. Biochem Mol Biol Educ. 2025;53(1):89-99.\\u003c/li\\u003e\\n\\u003cli\\u003ePerez-Aranda J, Medina-Claros S, Urrestarazu-Capell\\u0026aacute;n R. Effects of a collaborative and gamified online learning methodology on class and test emotions. Educ Inf Technol (Dordr). 2023:1-33.\\u003c/li\\u003e\\n\\u003cli\\u003eKruglanski AW, Fishbach A, Woolley K, B\\u0026eacute;langer JJ, Chernikova M, Molinario E, et al. A structural model of intrinsic motivation: On the psychology of means-ends fusion. Psychol Rev. 2018;125(2):165-82.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"},{\"header\":\"Tables\",\"content\":\"\\u003cp\\u003eTable 1 is available in the Supplementary Files section.\\u003c/p\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":true,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Collaborative learning, gamification, learning gain, health sciences, motivation\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-6280765/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-6280765/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003e\\u003cstrong\\u003eBackground\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eCollaborative learning and gamification are essential educational tools that enhance student interaction, productivity, and motivation. Studying the biochemical processes of cellular metabolism is a complex task that benefits from these strategies by using metabolic maps. In this study, we combined teaching strategies such as gamification to engage students in developing a collaborative learning environment while constructing a metabolic map, in order to evaluate if this relates to learning gain.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eMethods\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eA cross-sectional study was conducted using a convenience sampling approach with students from the School of Medicine and Health Sciences at the Mexico City Campus of Tecnológico de Monterrey. Each student was tasked with hand-drawing a metabolic map, and at the end of the course, they were asked to create a collaborative map with elements of gamification and collaborative learning. Students completed questionnaires to assess normalized learning gains and situational motivation scale. Descriptive statistics and Pearson correlation were used to analyze the data.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eResults\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eStudents reported that both individual and collaborative maps benefited their learning in distinct ways, particularly noting that the collaborative learning process enhanced their analysis of metabolic pathways. Gamification and collaborative learning significantly improved normalized learning gains, intrinsic motivation, extrinsic identified regulation, and the self-determination index. The magnitude of normalized learning gains correlated with the grade of intrinsic motivation, extrinsic identified regulation, and the self-determination index.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConclusion\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eWe concluded that both individual and collaborative maps benefited students' learning in distinct ways, with collaborative learning enhancing their analysis of metabolic pathways. 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