Evidence map›Paper›PMID 31331319›Full record

ArticleBMC medical education2019

Using online game-based platforms to improve student performance and engagement in histology teaching.

Szabolcs Felszeghy, Sanna Pasonen-Seppänen, Ali Koskela, Petteri Nieminen, Kai Härkönen, Kaisa M A Paldanius, Sami Gabbouj, Kirsi Ketola, Mikko Hiltunen, Mikael Lundin and 6 more

Registry-linked trialAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05570799 (Effect of Using Gamification and Augmented Reality in Mechanical Ventilation Teaching on Nursing Students' Knowledge, Motivation, and Self-Efficacy), which is not on this map. Cited by 74 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
74citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

NCT05570799 nacompletednot on this mapstarted 2022, after this paper: background citation

Effect of Using Gamification and Augmented Reality in Mechanical Ventilation Teaching on Nursing Students' Knowledge, Motivation, and Self-Efficacy: A Randomized Controlled Trial

TypeinterventionalSponsorDamanhour UniversityRan2022 to 2022Enrolled410ConditionsGamification, Augmented RealityArmsAugmented Reality and Kahoot game learning
3 · Its place in the literature

Who cites it

74 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Design, Implementation and Evaluation of Educational Aid Game for Differential Diagnosis of Oral Lesions Through Mobile Learning.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
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  13. Canadian medical education journal · 2026
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  16. Games as homework to promote student engagement in an asynchronous online course.Canadian journal of dental hygiene : CJDH = Journal canadien de l'hygiene dentaire : JCHD · 2026
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  18. Review
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14 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors.

Szabolcs FelszeghyInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland. szabolcs.felszeghy@uef.fi.ORCID http://orcid.org/0000-0003-2656-3939
Sanna Pasonen-SeppänenInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Ali KoskelaInstitute of Medicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland.
Petteri NieminenInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Kai HärkönenInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Kaisa M A PaldaniusInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Sami GabboujInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Kirsi KetolaInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Mikko HiltunenInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.
Mikael LundinFimmic Oy, Helsinki, Finland.
Tommi HaapaniemiStudent and Learning Services, University of Eastern Finland, Kuopio, Finland.
Erkko SointuSchool of Educational Sciences and Psychology, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland.
Eric B BaumanClinical Playground, LLC, Madison, WI, USA.
Gregory E GilbertSigmaStats(r) Consulting, LLC. Charleston, SC, USA.
David MortonDepartment of Neurobiology and Anatomy, University of Utah School of Medicine, Salt Lake City, UT, USA.
Anitta MahonenInstitute of Biomedicine, School of Medicine, Faculty of Health Sciences, University of Eastern Finland, Yliopistonranta 1, 70211, Kuopio, Finland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundHuman morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment.

methodsIn an effort to both evoke students' interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 (n = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed.

resultsThe Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively.

conclusionThis study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.

Indexed as

Academic PerformanceGames, ExperimentalInternetTeachingCurriculumFinlandHistologyHumansStudents, MedicalCollaborative learningDental educationGame designHistology educationKnowledge retentionMedical educationWhole-slide imaging platform

Identifiers

PMID31331319
PMCPMC6647160

What OpenQuestion holds

Textmetadata
LicenceCC BY
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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.