From pixels to practice: Using Japanese RPGs in paediatric orthopaedics education for students

Introduction: Game-based learning (GBL) is a well-known method for enhanced learning. However, literature suggests varying engagement and outcomes with various types of GBL. Therefore, we aimed to evaluate the effectiveness of a Japanese-style role-playing game (JRPG) on improving the learning of fifth-year medical students. Methods: We conducted a mixed method explanatory study using a quasi-experimental study with a historical control as the quantitative component. A JRPG was introduced to fifth-year medical students in 2023 and compared with the 2022 cohort using MCQ and MEQ scores. Student experiences were accessed through a Likert-scale questionnaire and focus group interviews analysed by thematic analysis. Results: We recruited 57 participants. The demographic data, and overall test scores of the participants did not differ from those of their counterparts in the previous year. The mean score for the paediatric orthopaedics MCQ (five questions) test did not differ between the two groups (3.2 ± 0.9 for the 2023 class vs. 3.5 ± 0.8 for the 2022 class, p = 0.477). The 2023 class had slightly higher mean paediatric orthopaedics MEQ test scores than did the 2022 class (66.8 ± 8.8 vs. 62.8 ± 8.7, p = 0.06), with no statistically significant difference. Most students reported good experiences while playing the game, mainly saying that it was fun and interesting and helped motivate them to study more about the subject. Conclusion: While JRPG did not significantly affect student performance, it is one of the approach that can provide good engagement, motivation, and learning experiences. Keywords: Game-based Learning, Japanese-style Role-playing Game, Medical Education, Paediatric Orthopaedics, Medical Learning, Academic Knowledge