Introduction: Traditional teaching methods in biochemistry, relying on lectures and textbooks, often struggle to maintain student engagement and long-term knowledge retention. Active learning approaches, such as game-based learning (GBL) and problem-based learning (PBL), offer potential alternatives. This study compares the impact of GBL and PBL on student engagement and knowledge retention in biochemistry education.

Objectives: The study aims to assess student engagement in biochemistry education by comparing game-based learning (GBL) with problem-based learning (PBL) and to compare knowledge retention between these two instructional approaches in biochemistry education.

Materials and Methods: The study was conducted in the Department of Biochemistry at KVG Medical College & Hospital, Sullia, using a quasi-experimental design with 100 systematically sampled first-year MBBS students. These students were randomly divided into two groups, Group A and Group B, ensuring baseline knowledge parity through a pretest questionnaire. Group A underwent game-based learning (GBL) with biochemistry theme puzzles, while Group B experienced problem-based learning (PBL) with problem-solving scenarios, each group receiving three sessions before a crossover. Data collection included post-tests, along with feedback forms to assess knowledge retention and student engagement. Ethical clearance and informed consent were obtained prior to the study.

Results: Post-Test Scores: GBL resulted in significantly higher mean scores in exercises (2) and (5) compared to PBL (p=0.01468). Long-Term Retention Scores: GBL had significantly higher median scores in exercises (1), (4), and (6) compared to PBL (p<0.01).

Conclusion: This study demonstrates that GBL may offer advantages over PBL in terms of student engagement and long-term knowledge retention in biochemistry education. These insights can guide educators and curriculum developers in enhancing biochemistry teaching methodologies.