PURPOSE
Teaching immune responses to diverse pathogens is challenging due to the
complexity of innate and adaptive mechanisms. To foster adaptability and
innovation in health sciences education, we transitioned from a traditional
active learning strategy, concept mapping, to a gamified escape room themed
around Mission Impossible. This abstract explores how these approaches
influenced learner engagement while addressing five pathogen classes:
extracellular bacteria, intracellular bacteria, viruses, fungi, and
parasites.
METHODS
First-year medical students experienced two distinct pedagogies. In the
concept mapping session, teams constructed visual representations linking
immune pathways to pathogen classes, promoting structured knowledge
integration. In the escape room, students assumed roles as “agents” tasked
with solving immunology-based puzzles under time constraints to complete
their mission. Both sessions emphasized collaborative problem-solving and
application of immunological principles. Engagement was assessed through
facilitator observations and student reflections.
RESULTS
Concept mapping encouraged systematic thinking and organization of immune
responses, while the escape room generated heightened enthusiasm and
immersive participation. Students demonstrated creativity and teamwork during
the escape room, applying immunology concepts in dynamic scenarios.
Observations suggested that gamification amplified motivation and
adaptability, whereas concept mapping provided clarity and cognitive
scaffolding. Each approach presented unique benefits and challenges,
particularly regarding cognitive load and time management.
CONCLUSIONS
Moving from structured mapping to immersive gameplay illustrates how
flexible, learner-centered strategies can transform complex content into
meaningful experiences. Such approaches not only sustain engagement but also
cultivate skills essential for thriving in evolving educational landscapes.