Trial reportBMC medical education2025
The effectiveness of gamification on learning topics related to infertility and abortion among health professions students.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
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.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
aimThe use of innovative technology-based educational methods presents a significant opportunity for positive change and enhancing the quality of student learning. Therefore, this study aimed to evaluate the effectiveness of gamification in teaching topics related to infertility and abortion to health professions students. MATERIAL AND
methodIn this randomized educational trial, 138 people were selected using a simple random sampling method and divided into two groups: control (69 people) and intervention (69 people). The study sample included students from various health sciences fields studying at Kermanshah University of Medical Sciences (a university in western Iran) in 2024. Educational topics related to infertility and abortion were presented to students in the intervention (gamification-based teaching) and control (lecture-based teaching) groups. After the intervention, the learning levels of students in both groups were assessed using a multiple-choice question (MCQ) test. The usability of gamification was evaluated using a standardized questionnaire. The collected data were analyzed using SPSS version 26 software.
resultsThe mean age of the study participants was 22.81 ± 2.81. More than half (n = 36, 52.17%) of the students were familiar with gamification. The majority (n = 59, 85.1%) of them were willing to integrate gamification into the teaching-learning process. A statistically significant difference was observed between the mean test scores of the intervention group (7.73 ± 2.45) and the control group (5.42 ± 2.59), with a p-value of less than 0.01. Additionally, the mean usability score for gamification from the students’ perspective was at a desirable level, measuring 116.31 ± 19.45 out of 150.
conclusionAccording to the results of the final test, the learning level of students in the gamification group on topics related to infertility and abortion was better than that of students in the control group. Gamification can play an effective role as a complement to other conventional teaching methods in increasing learning effectiveness and student satisfaction.
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.