Innovative approaches to AMR education: evaluating the impact of gamification on empowering ASHA workers' knowledge and engagement in Mysuru, India.

BACKGROUND: Antimicrobial resistance (AMR) poses a major threat to public health, especially in LMICs. Accredited Social Health Activists (ASHAs) are key community health workers in India who can be empowered to promote rational antibiotic use. OBJECTIVE: To compare the effectiveness of gamified versus conventional teaching methods in improving AMR-related knowledge among ASHAs in Mysuru, south India. METHODS: A prospective interventional study was conducted among 73 ASHAs during World Antimicrobial Awareness Week 2024. Group A (n = 31) received gamified training using interactive games, and Group B (n = 42) received conventional teaching through lectures and board-based instruction. Knowledge was assessed using a 25-item questionnaire before and after the intervention. Data were analysed via Wilcoxon signed-rank and Mann-Whitney U tests. RESULTS: Knowledge improved in both groups, but gains were markedly higher with gamification. The mean post-test score reached 86.08% in gamified training versus 54.48% for conventional teaching (p < 0.001; effect size r = 0.75). Gamified training consistently outperformed conventional methods across all infection domains, leading to predominantly good-to-excellent knowledge levels. CONCLUSION: Gamified interventions substantially enhanced ASHAs' knowledge compared to conventional teaching, offering a scalable and low-cost strategy to strengthen antimicrobial stewardship in community settings. Long-term studies are needed to assess retention and behavior change.