2026 ASM Conference for Undergraduate Educators

Biochemical identification of pathogens is a core component of General Microbiology courses. However, traditional instruction, centered on memorizing diagnostic algorithms, often limits students' ability to achieve practical and lasting application of this knowledge. Gamification has been proposed as an effective strategy to increase engagement and consolidate complex technical content in health sciences education. This work aims to determine whether implementation of the educational game "Microbe Invader" strengthens students' understanding and application of biochemical batteries and diagnostic algorithms for identifying gram-positive and gram-negative pathogens in a General Microbiology course. The game was implemented as a complementary activity within the bacterial metabolism unit of a second-year course (N≈40 students). Stratified by clinical segments (skin, gastrointestinal, lung, zoonotic, pediatric, among others), it simulates patient care through lessons, interpretation of biochemical batteries, and antibiotic selection based on the identified pathogen; students had two weeks to unlock six badges, investing an average of one hour per day. At the end of the activity, an exploratory-descriptive perception survey was administered, in which more than 80% of students reported improved understanding of the use and application of biochemical batteries and diagnostic algorithms following gameplay, as well as greater ease in learning and applying them going forward. These preliminary results suggest that "Microbe Invader" is an effective gamification strategy for consolidating biochemical pathogen identification, supporting both conceptual understanding and practical application among general microbiology students.