From Board Game to Bedside: Gamification and AI to Level Up Motivational Interviewing Skills in Healthcare Education

<p dir="ltr">This study evaluated an AI-augmented, custom-developed gamified learning intervention designed to enhance physiotherapy students' motivational interviewing (MI) skills. Central to the intervention was an interactive board game, specifically created for this study, combining traditional mechanics with real-time digital feedback. The game guided players through MI stages with immersive challenges and role-play activities, simulating realistic clinical scenarios and promoting collaborative decision-making. A total of 104 physiotherapy students responded to the survey from an initial pool of 135. The game was played in groups of 7, and a total of around 50 students played in each class. Results demonstrated significant improvement in self-reported competence on a seven-point scale, increasing from 3.26 (SD = 1.25) pre-intervention to 4.65 (SD = 1.09) post-intervention (t(103) = 11.38, p < .001). Hierarchical regression identified key predictors of increased confidence in applying MI techniques, including perceived game realism, enjoyment, and clarity of AI-driven feedback. These factors accounted for 79% of the variance in confidence (R = .792, Adjusted R = .710, SE = 0.708). A mediation analysis revealed that enjoyment significantly mediated the relationship between perceived realism and confidence. Specifically, realism enhanced confidence indirectly through increased enjoyment, highlighting the importance of engaging learning experiences in skill acquisition. Qualitative feedback highlighted the game's interactivity and realistic role-play as valuable for practising MI techniques. Students appreciated engaging with both the chatbot and peers but noted that typing responses was time-consuming, recommending voice-to-text integration. Concerns were raised about the game's duration in large groups, suggesting quicker rounds for efficiency. This study demonstrates that integrating AI with custom-designed gamified learning creates scalable, engaging environments fostering complex clinical skills. The AI-driven feedback provided personalised guidance, boosting students' confidence and competence in MI techniques. This hybrid pedagogical approach offers a promising direction for health professional education, blending traditional strategies with modern technological innovations.</p>