ArticleBMC medical education2023
Performance in Kahoot! activities as predictive of exam performance.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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
9 citing papers in PubMed.
- Review
- Fixed Versus Rotating Practice Monitors in Small-Group Anatomy Teaching: A Prospective Study in Medicine and Optometry.Medical science educator · 2026Article
- "African journal of emergency medicine : Revue africaine de la medecine d'urgence · 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
- Teaching surgical instruments with a touch of play: A comparative study of Kahoot and Crossword puzzles as fun formative assessments for operating room nursing students.Journal of education and health promotion · 2026Article
- Radiation Oncology Active Learning in Undergraduate Medical Education: The Usefulness of Kahoot and TikTok.Journal of cancer education : the official journal of the American Association for Cancer Education · 2025Article
- Gamification of Critical Care Medical Education: ICUlympics.ATS scholar · 2025Article
- Integrating Gamification and Flipped Classroom Strategies in Medical Education: A Classroom Action Research on Lower Urinary Tract Symptoms.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial.JMIR serious games · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGame-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects.
methodsA prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021-2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018-2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020-2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams.
resultsThe correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the "traditional" methodology (p < 0.001, p < 0.001 and p = 0.014, respectively).
conclusionsOur study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects.
Indexed as
Identifiers
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.