Trial reportBMC medical education2026
Integrating the Triple Jump Exercise and gamification (G-Jump) to enhance learning outcomes among anesthesia students: a preliminary quasi-experimental study.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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7 authors.
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Abstract
backgroundIn health profession education, assessment functions not only as a measure of performance but also as a learning opportunity. The Triple Jump Exercise (TJE) is a formative assessment method that promotes self-assessment, problem-solving, and knowledge integration. However, its traditional format often lacks engaging elements, which may reduce its effectiveness. The present study introduces an innovative model, G-Jump, which integrates TJE with gamification based on the philosophy of “assessment for learning” and seeks to optimize this formative assessment model among anesthesia students.
methodsThis quasi-experimental study included 45 anesthesia students from Babol University of Medical Sciences, randomly assigned to three groups: control, TJE, and G-Jump. All groups received identical instructions, but the assessment method varied across groups. Data were collected through performance tests (pre-test, post-test, and follow-up) and the Vidakis satisfaction questionnaire, and analyzed using R software (version 4.5.0).
resultsThe G-Jump group scored significantly higher post-test mean score (16.14 ± 1.72) compared to the TJE (14.57 ± 1.64) and control (13.3 ± 2.55) groups (p < 0.001). This advantage persisted in the follow-up test (G-Jump: 16.8 ± 1.72). Neither grade point average (GPA) nor age had a significant effect on outcomes, and no gender differences were observed. Only 26.6% of participants used credible scientific resources, revealing limited information-seeking skills. Satisfaction with the gamified experience was high, with a mean score of 34.8 out of 40 (87%).
conclusionThe G-Jump model, which combines multi-stage formative assessment with gamification, appears to be an effective approach to improve learning outcomes, enhance motivation, and foster cognitive engagement among anesthesia students.
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