Introduction: In the context of pharmacy education worldwide and in Malaysia, the use of digital
technologies to promote higher level thinking and discussions is seen as preparing the millennials as
pharmacists in the 21st century. Together with leveraging on millennials' penchant for mobile
technology, gamified online quizzes as an assessment tool that help promote active and collaborative
learning in a Medicinal Chemistry course have been used. Objectives: This study investigates
students’ perception of the impact of gamified online quizzes on their learning in a Medicinal
Chemistry course. Method: This study employs mix method research comprising descriptive
analysis, content analysis from informal chats and researchers' observation to gather the findings for
the study. Three gamified online quizzes using Quizizz, were implemented outside classroom time,
in place of traditional quizzes. Multiple attempts were allowed within a stipulated time. As
interventions, post-quiz discussions were conducted during class time. Students completed an endof-
the-course survey. Results: Out of 63 respondents, more than 96% felt that the gamified online
quizzes enhanced their learning as they learned from the instant feedback, their mistakes and postquiz
discussions. Overall student performance based on the percentage and accuracy of answering
the quiz improved with time. Student qualitative comments on the survey, the course social media
(closed group) and informal chats supported the findings from the descriptive data analysis of the
study. Conclusions: From students’ perception, the gamified online quizzes were found to be
enjoyable and effective in enhancing active, peer learning in an undergraduate medicinal chemistry
course outside class time. For instructors, the online quiz served as an efficient tool for formative
assessment in a large classroom setting, and could replace traditional classroom quizzes.