Number
707
Name
Gamifying Cytokine Biology: Preliminary Learning and Engagement Outcomes From CytoKind of a Big Deal
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Chidambaram Nachiappan, Western Michigan University, Homer Stryker M.D. School of Medicine, Kalamazoo, MI
Karen M. Duus, Touro University Nevada, College of Osteopathic Medicine, Henderson, NV
Rajasekaran Koteeswaran, Old Dominion University, Macon & Joan Brock Virginia Health Sciences, Eastern Virginia Medical School, Norfolk, VA
L. Rob Peters, Western Michigan University, Homer Stryker M.D. School of Medicine, Kalamazoo, MI
Mark F. Santos, Touro University Nevada, College of Osteopathic Medicine, Henderson, NV
Amy Stone, University of Nevada Las Vegas, Kirk Kerkorian School of Medicine, Las Vegas, NV
Tyler Bland, University of Idaho, School of Health and Medical Professions, Moscow, ID
Presentation Topic(s)
TBL/PBL
Description
PURPOSE:
CytoKind of a Big Deal (CKBD) is a case-based immunology card game
developed to strengthen learners’ understanding of cytokine-cell-function
relationships through active, collaborative play. This poster presents early
achievement data and thematic analysis of learner feedback from the first
implementation cohort.
METHODS:
Medical students voluntarily participated in a gameplay session and
completed pre- and post-assessments and a perception survey. Students who did
not play the game but completed the assessments served as a comparison group.
Knowledge gain was evaluated using paired t-tests to compare pre- and
post-quiz scores within each group and independent t-tests to compare scores
between groups. Survey items included Likert-scale questions evaluating
engagement, motivation, perceived learning effectiveness, and the ability to
apply cytokine concepts to clinical scenarios. Open-ended responses underwent
thematic analysis to identify commonly cited strengths and areas for
improvement.
RESULTS:
Both groups showed significant improvement from pre- to post-quiz (Control:
10.8 to 12.4, p = 0.003; CKBD: 9.95 to 11.6, p = 0.001). Percent improvement
was comparable (115% vs. 117%), and between-group analysis showed no
significant differences in pre-quiz (p = 0.26) or post-quiz (p = 0.45)
scores. Survey responses reflected high engagement and positive learning
experiences, with students reporting increased motivation (mean score, M =
4.35), improved ability to apply cytokine concepts to cases (M = 4.71), and
better identification of knowledge gaps (M = 4.65). Thematic analysis
highlighted social interaction, enjoyment, visual appeal, and case-based
reasoning as major strengths, while students suggested clarifying answer
keys, simplifying scoring, streamlining case prompts, and expanding content.
CONCLUSION:
Preliminary findings suggest CKBD is a feasible, engaging educational tool
that supports the application of cytokine mechanisms within clinical
contexts. Although early data did not show additional short-term knowledge
gains compared to traditional study methods, strong learner satisfaction and
actionable feedback support continued refinement and broader
multi-institutional evaluation.
CytoKind of a Big Deal (CKBD) is a case-based immunology card game
developed to strengthen learners’ understanding of cytokine-cell-function
relationships through active, collaborative play. This poster presents early
achievement data and thematic analysis of learner feedback from the first
implementation cohort.
METHODS:
Medical students voluntarily participated in a gameplay session and
completed pre- and post-assessments and a perception survey. Students who did
not play the game but completed the assessments served as a comparison group.
Knowledge gain was evaluated using paired t-tests to compare pre- and
post-quiz scores within each group and independent t-tests to compare scores
between groups. Survey items included Likert-scale questions evaluating
engagement, motivation, perceived learning effectiveness, and the ability to
apply cytokine concepts to clinical scenarios. Open-ended responses underwent
thematic analysis to identify commonly cited strengths and areas for
improvement.
RESULTS:
Both groups showed significant improvement from pre- to post-quiz (Control:
10.8 to 12.4, p = 0.003; CKBD: 9.95 to 11.6, p = 0.001). Percent improvement
was comparable (115% vs. 117%), and between-group analysis showed no
significant differences in pre-quiz (p = 0.26) or post-quiz (p = 0.45)
scores. Survey responses reflected high engagement and positive learning
experiences, with students reporting increased motivation (mean score, M =
4.35), improved ability to apply cytokine concepts to cases (M = 4.71), and
better identification of knowledge gaps (M = 4.65). Thematic analysis
highlighted social interaction, enjoyment, visual appeal, and case-based
reasoning as major strengths, while students suggested clarifying answer
keys, simplifying scoring, streamlining case prompts, and expanding content.
CONCLUSION:
Preliminary findings suggest CKBD is a feasible, engaging educational tool
that supports the application of cytokine mechanisms within clinical
contexts. Although early data did not show additional short-term knowledge
gains compared to traditional study methods, strong learner satisfaction and
actionable feedback support continued refinement and broader
multi-institutional evaluation.