Instructor-led design, interactive delivery, assessment, and Loop(iDIAL) method for teaching with gamification based assessment

Abstract

Conventional didactic and slide-based instruction increasingly struggles to sustain the attention of digitally habituated students. Interactive learning modules offer an alternative, but have historically required instructional designers, software engineers, and licensed authoring infrastructure, placing them beyond the reach of individual faculty. We describe a framework in which the classroom teacher, using generative AI and supplying their own curricular material as source, authors a self-contained interactive digital module incorporating checkpoint questions, gated progression, and gamified elements, deployable as a single file on students’ own devices. Because the instructor retains authorship and is the person with the greatest interactional knowledge of the cohort, content depth and pacing are calibrated to a specific classroom. This framework was tested in a cohort of 74 MBBS students and evaluation across usability, content, engagement, and satisfaction was uniformly favourable, with high acceptability and endorsement of wider adoption. Instructor-authored interactive modules were found to be acceptable, engaging, and producible, rendering the approach scalable without major investment. The central finding of this study is one of feasibility, a single faculty member with no programming background can produce a functioning, curricularly-anchored interactive module in few hours and deploy it in class.