ArticleInternational journal of environmental research and public health2021
Effects of Gamification on the Benefits of Student Response Systems in Learning of Human Anatomy: Three Experimental Studies.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 28 citations in OpenAlex.
- Stamp collecting game improves internship performance and experience in medical education.BMC medical education · 2025Trial
- Design, development and preliminary usability evaluation of "PhysioMaster": adaptive gamified assessment tool for neurorehabilitation in undergraduate physiotherapy students.BMC medical education · 2026Article
- Gamified clinical case video game in occupational therapy.BMC medical education · 2026Article
- The power of play-based learning: evaluating the impact of collaborative gamified quizzing on medical students' learning through the lens of Kirkpatrick's framework.BMC medical education · 2026Article
- Catalysts of Change: Using AI To Lower the Activation Energy for Developing Gamified Learning Experiences in Health Profession Education.Medical science educator · 2026Article
- The influence of gamification on the teaching assessment of human anatomy.GMS journal for medical education · 2026Article
- What does it mean? Translating anatomical language to engage public audiences.Anatomical sciences education · 2025Review
- Gamification Strategies in Undergraduate Nursing Education: A Systematic Review Protocol.Nursing reports (Pavia, Italy) · 2025Article
Corrections and comments
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Authors and funding
9 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper presents three experiments to assess the impact of gamifying an audience response system on the perceptions and educational performance of students. An audience response system called SIDRA (Immediate Audience Response System in Spanish) and two audience response systems with gamification features, R-G-SIDRA (gamified SIDRA with ranking) and RB-G-SIDRA (gamified SIDRA with ranking and badges), were used in a General and Descriptive Human Anatomy course. Students participated in an empirical study. In the academic year 2019-2020, a total of 90 students used RB-G-SIDRA, 90 students employed R-G-SIDRA in the academic year 2018-2019, and 92 students used SIDRA in the academic year 2017-2018. Statistically significant differences were found between final exam grades obtained by using RB-G-SIDRA and SIDRA, U = 39.211 adjusted
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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.