Trial reportBMC medical education2013
Computer game-based and traditional learning method: a comparison regarding students' knowledge retention.
Trial report in BMC medical education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 41 papers, 3 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
41 citing papers in PubMed, 3 syntheses or guidelines pooled it, 179 citations in OpenAlex.
- Gamification of health professions education: a systematic review.Advances in health sciences education : theory and practice · 2021Pooled it
- Serious Gaming and Gamification Education in Health Professions: Systematic Review.Journal of medical Internet research · 2019Pooled it
- A systematic review of serious games in medical education: quality of evidence and pedagogical strategy.Medical education online · 2018Pooled it
- Effectiveness of a game-based educational strategy e-EDUCAGUIA for implementing antimicrobial clinical practice guidelines in family medicine residents in Spain: a randomized clinical trial by cluster.BMC medical education · 2022Trial
- Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case.International journal of medical education · 2018Trial
- Trial
- Frontal brain activity assessment during basic life support skill acquisition and transfer in serious game based learning environments.PloS one · 2026Article
- Gamification of Critical Care Medical Education: ICUlympics.ATS scholar · 2025Article
- Impact of a 3-Month Recall Using High-Fidelity Simulation or Screen-Based Simulation on Learning Retention During Neonatal Resuscitation Training for Residents in Anesthesia and Intensive Care: Randomized Controlled Trial.JMIR serious games · 2025Article
- Effect of gamification applications on success of dentistry students.World journal of methodology · 2025Article
- From Passive to Pleasant: Validation and Application of the Learning Enjoyment Scale in Didactic Teaching.Advances in medical education and practice · 2025Article
- Perceived Enablers of and Barriers to Serious Game as Oral Histology Learning Strategy for Undergraduate Dental Students.Dentistry journal · 2024Article
- Unleashing excellence: using a project management approach to effectively implement a simulation curriculum to improve residents' preparedness.BMC medical education · 2024Article
- Making a serious game (gamification) for generation Z medical students to learn, teach, and assess medical Physiology.Journal of education and health promotion · 2024Review
- Engaging students through activity-based bingo games in immunology course: Determining students' perception and measuring its influence on academic performance.Journal of education and health promotion · 2024Article
- The development of an online serious game for oral diagnosis and treatment planning: evaluation of knowledge acquisition and retention.BMC medical education · 2023Article
- Comparing the Outcomes of Virtual Reality-Based Serious Gaming and Lecture-Based Training for Advanced Life Support Training: Randomized Controlled Trial.JMIR serious games · 2023Article
- Article
- Study Based on Gamification of Tests throughHealthcare (Basel, Switzerland) · 2023Article
- Game-based learning in medical education.Frontiers in public health · 2023Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEducational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students.
methodsStudents were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students' prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students' performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions.
resultsStudents that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions.
conclusionsThe game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students' short and long-term knowledge retention.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.