BMC Med Educ. 2025 Oct 2;25(1):1321. doi: 10.1186/s12909-025-07922-0.
ABSTRACT
BACKGROUND: Embryology is often a challenging subject for medical students, leading to decreased engagement and learning difficulties. Gamification has gained attention as an innovative teaching method to enhance motivation and improve educational outcomes. This study examined the impact of gamified embryology education on medical students’ reactions, learning achievements, and behaviors.
METHODS: A quasi-experimental study was conducted with 281 medical students at Jahrom University of Medical Sciences, Iran, from 2020 to 2022. Students in 2020-2021 received conventional instruction through online lectures and electronic content, while those in 2021-2022 were taught using the same routine methods supplemented by a gamification-based platform. Data collection tools included the 18-item Game User Experience Satisfaction Scale (GUESS), the 21-item Technology Acceptance Model (TAM) questionnaire, and a researcher-designed Quality of Online Learning Questionnaire (Q-OLQ). Final exam scores in embryology were compared between the groups. Statistical analysis was performed using SPSS version 21, employing descriptive statistics and Independent Samples t-tests to assess differences in academic performance.
RESULTS: All questionnaire components scored above the threshold, indicating positive responses. The highest satisfaction scores were found in Enjoyment (3.98 ± 1.02) and Visual Aesthetics (3.92 ± 1.04). For technology acceptance, Perceived Usefulness (4.06 ± 0.88), Concentration (3.96 ± 0.83), and Attitude towards Using (3.95 ± 0.90) were rated highly. Regarding online learning quality, Quality of Online Resources (3.95 ± 0.97) and Perceived Importance of Online Resources (3.90 ± 0.99) received the top scores. Importantly, students who experienced gamification alongside routine teaching scored significantly higher on final exams (p < 0.001).
CONCLUSIONS: The findings indicate that gamification effectively enhances student engagement and learning outcomes in medical education, suggesting its valuable role as a complementary teaching strategy.
PMID:41039562 | DOI:10.1186/s12909-025-07922-0
