Introduction: In modern educational approaches, game and gamification are one of the main approaches in creating attractive learning spaces. Game-based learning is also an active and appropriate method for behavioral and performance changes in students. This study reviews the design and implementation of a scenario- based gamification workshop and evaluates its impact on learning and participant satisfaction.
Methods: This semi-experimental pretest-posttest study was conducted on participants in a scenario-based gamification workshop in early 2021. The study population consisted of 52 participants, including medical faculty members and students, who participated in a national gamification workshop. Due to the small sample size, all individuals were included in the study through a census method, and ultimately, 46 participants completed both pretest and posttest questionnaires. The workshop was held online simultaneously through a six- hour webinar using the ZOOM platform and was conducted by two instructors through short lectures, interactive questions, and presenting scenarios. The research tools were two questionnaires to assess pre- and post- knowledge and participants' satisfaction with the quality of the workshop. The satisfaction cut- off point was considered to be 75%, equivalent to 4 out of 5, and the knowledge score range was from 0 to 10, with a cut- off point of 5. The data were analyzed using one- sample t- test, paired t-test, and ANOVA  through SPSS.
Results: The results showed that the instructional intervention was significantly effective in increasing participants' knowledge (P< 0.001, t=14.36). Independent
t- test of the posttest score by demographic variables showed no significant difference in gender (P = 0.134, t=.56) and academic status (P= 0.645, t = 1.01). There was no significant relationship between participants' educational level and posttest score (P= 0.871, F= 1.60). The results of the satisfaction score showed that the satisfaction score for all dimensions was above the cut-off-point (4) (P< 0.001). Participants' free comments emphasized the necessity and usefulness of game-based learning and gamification in teaching and learning.
Conclusion: It seems that developing practical concepts of gamification and scenario- based gamification for teachers will be useful in creating more attractive classrooms. In this regard, it is necessary to provide empowerment courses and educational programs for faculty members and educational staff on gamification and its implementation in educational environments.