Background: Pre-clinical subjects like biochemistry in medical education often present challenges due to their conceptual complexity and extensive information volume, leading to suboptimal student engagement with traditional teaching methods. The shift towards Competency Based Medical Education (CBME) necessitates innovative, active learning strategies. Game-Based Learning (GBL) platforms, such as Kahoot! offer interactive quiz-based formats designed to enhance participation and formative assessment. This study aimed to evaluate the effectiveness and feasibility of Kahoot! as a learning tool in Phase I MBBS biochemistry, and to analyse student and faculty perceptions regarding its utility and implementation. Methods: A 6-month descriptive, cross-sectional study was conducted at the Government Institute of Medical Sciences, Greater Noida, involving 99 Phase I MBBS students and 7 biochemistry faculty members. Kahoot! was integrated into standard biochemistry lectures for formative assessment, utilizing multiple-choice quizzes, competitive leaderboards, and audio-visual stimuli. Data on student and faculty perceptions were collected via a pre-validated Likert-scale questionnaire, and
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