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Investigación en Educación Médica

2024, Number 50

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Inv Ed Med 2024; 13 (50)

Use of gamified digital tools in the evaluation of prior knowledge of human anatomy

Mendoza RHJ

Language: Spanish
References: 26
Page: 79-88
PDF size: 726.09 Kb.


ABSTRACT

Introduction: Gamified education increases the student’s motivation to participate in classes either because of the sense of competition when playing a game or because of the atmosphere of camaraderie.
Aim: Analyze the results of the evaluation of previous knowledge of human anatomy that university students have using non-gamified and gamified digital tools.
Method: quantitative, descriptive and cross-sectional study. A simple random sampling was carried out. The sample size was 152 nursing students. Descriptive statistics were used in the analysis of frequency tables and the Monte Carlo test for the analysis of associations (p value ‹ 0.05).
Results: the students (83.55% female) had an average age of 26.47 ± 8.47 years. The digital tool preferred by students was Kahoot (28.94%), followed by Quizizz (23.02%) and Genially (13.81%). For generational group Z the best tool was Quizizz (30.18%), for Y it was Kahoot (35.22%), and for X it was Genially (27.27%), p = 0.026 (p ‹ 0.05). The percentages of correct answers in the prior knowledge assessment were Zoom Voting 61%, Google Forms 77%, Mentimeter 55%, Poll Everywhere 57%, Padlet 48%, Kahoot 55% and Quizizz 87%.
Conclusions: The use of gamified digital tools in the evaluation of prior knowledge of anatomy did not vary in the result of the answers compared to the non-gamified ones, but they were more motivating and promoted competition among students. Kahoot and Quizizz were chosen as the best by the students, which allowed the correct answers of the students to be analyzed both in groups and individually, as well as the wrong answers.


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