Gamified learning improves antimicrobial resistance knowledge and engagement among university students

Abstract Background Antimicrobial resistance (AMR) is accelerated by inappropriate antibiotic use, self-medication, over-the-counter access, poor adherence, and inadequate infection prevention and control (IPC). Innovative education is needed to promote community antimicrobial stewardship (AMS; rational antimicrobial use), IPC (infection-spread prevention), and One Health awareness (linking human, animal, and environmental health) among young adults who can influence family and community practices. Objective To evaluate the feasibility, participation, knowledge patterns, and immediate educational value of a low-cost, gamified AMR awareness initiative for university students from diverse disciplines. Methods A single-group, non-comparative educational evaluation was conducted during a 4-hour campus event in January 2026. More than 600 undergraduate and postgraduate students from diverse disciplines participated voluntarily in a live digital comedy quiz, structured debate, and AMR-themed traditional games. Materials were based on community antimicrobial stewardship, IPC, One Health, regulatory, and locally relevant behavioural themes, reviewed by experts and pilot tested. Aggregate participation, item-level quiz accuracy, platform metrics, and qualitative feedback were analysed descriptively. Results Participation was high, with all students attending the digital polling quiz; game-station participation varied as some students played while others observed or moved across stations. Quiz accuracy was high for microbiology and IPC concepts (85–100%), moderate for One Health and antimicrobial-use principles (65–80%), and lower for regulatory and access-related topics (< 40–60%). Response time was interpreted only as a descriptive platform metric. Feedback indicated that humor, competition, and familiar game formats helped students understand AMR concepts and supported intent to avoid self-medication and follow IPC practices. Conclusion This low-cost gamified initiative was feasible, acceptable, and relevant for large-scale AMR awareness among university students. The single-group design limits causal interpretation, but the model enabled broad reach, immediate feedback, and misconception correction. Future studies should include validated pre/post measures, delayed follow-up, subgroup analysis, and behavioural indicators to assess learning, retention, and behaviour change.