Gamification improves knowledge and motivation but may reduce long-term retention and exam performance in college students.

This mini-review evaluated the impact of gamification strategies, such as interactive quiz platforms, gamified web modules, and smartphone or social media use, compared to traditional lecture-based instruction and non-academic smartphone use. The study population consisted of college students within settings including college classrooms and health professions education programs. The sample size was not reported in the source material.

Primary outcomes assessed included knowledge, motivation, long-term retention, and exam performance. Results demonstrated a positive association for knowledge and motivation, indicating improvements in these areas. Conversely, the review identified a negative association regarding long-term retention and exam performance, suggesting these specific academic metrics were reduced with gamified approaches.

No specific adverse events, serious adverse events, discontinuations, or tolerability data were reported, as the study was a review rather than a clinical trial. Consequently, safety profiles regarding student well-being or device-related harms could not be characterized. The review offered recommendations for educators and researchers in health education and public health but did not establish causal links due to its observational nature and reliance on existing literature.

Key limitations included the lack of reported sample sizes and the heterogeneity of the included studies, which precluded precise quantification of effect sizes. The certainty of the findings is constrained by the review format and the absence of direct comparative trials. Clinicians and educators should interpret these results cautiously, recognizing that while engagement may increase, the potential for diminished long-term retention warrants further investigation before widespread adoption in high-stakes educational environments.