The influence of gamification on the teaching assessment of human anatomy
Alberto García-Barrios, Ana Isabel Cisneros-Gimeno, Jesús Benito-Rodríguez, Jaime Whyte-Orozco, Encarcacíón Rubio-Aranda · 2026
Read The influence of gamification on the teaching assessment of human anatomy by Alberto García-Barrios, Ana Isabel Cisneros-Gimeno, Jesús Benito-Rodríguez, Jaime Whyte-Orozco, Encarcacíón Rubio-Aranda (2026) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/PMC13316788.txt.
Description
Alberto García-Barrios and colleagues measured, in a 2026 study, whether game-based teaching lifts grades in human anatomy, a subject whose class hours have shrunk in medical schools. They tracked students of the locomotor system course across four academic years, from 2020 to 2024.
One group learned the classic way, while another added gamification tasks, with the same content, teachers, and grading rules for both. Game-group students scored clearly better in all four years, and the gap held across sexes and cohorts. The authors argue that play elements do more than energize a room: they reliably raise results in a hard, fact-heavy subject, making them a flexible tool for health science teaching.
Catalog record
| CREATOR | Alberto García-Barrios, Ana Isabel Cisneros-Gimeno, Jesús Benito-Rodríguez, Jaime Whyte-Orozco, Encarcacíón Rubio-Aranda |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 19941 |
| LICENSE | https://creativecommons.org/licenses/by/4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |