126966 20241125101143.0 doi 10.1186/s12909-023-04379-x sideral 134432 ART-2023-134432 eng Garza, MC Universidad de Zaragoza (orcid)0000-0001-7098-2327 Performance in Kahoot! activities as predictive of exam performance 2023 Access copy available to the general public Unrestricted Background: Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects. Methods:A prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021–2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018–2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020–2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams. Results:The correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the “traditional” methodology (p < 0.001, p < 0.001 and p = 0.014, respectively).Conclusions: Our study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects. info:eu-repo/grantAgreement/ES/DGA/B14-7R info:eu-repo/grantAgreement/ES/ISCIII/CIBER-BBN info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 2.7 2023 EDUCATION & EDUCATIONAL RESEARCH 109 / 760 = 0.143 2023 Q1 T1 EDUCATION, SCIENTIFIC DISCIPLINES 19 / 86 = 0.221 2023 Q1 T1 0.935 2023 Medicine (miscellaneous) 2023 Q1 Education 2023 Q1 4.9 2023 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Olivan, S Universidad de Zaragoza (orcid)0000-0003-0156-4230 Monleón, E Universidad de Zaragoza (orcid)0000-0002-7453-1766 Cisneros, Ana Isabel Universidad de Zaragoza (orcid)0000-0002-5494-343X García-Barrios, A Universidad de Zaragoza (orcid)0000-0001-5560-3771 Ochoa, I Universidad de Zaragoza (orcid)0000-0003-2410-5678 Whyte, J Universidad de Zaragoza (orcid)0000-0001-9372-4267 Lamiquiz-Moneo, I Universidad de Zaragoza (orcid)0000-0002-9647-0108 1003 443 Universidad de Zaragoza Dpto. Anatom.Histolog.Humanas Area Histología 1003 027 Universidad de Zaragoza Dpto. Anatom.Histolog.Humanas Area Anatom.Embriol.Humana 23 (2023), 413 [8 pp] BMC MEDICAL EDUCATION BMC MEDICAL EDUCATION 1472-6920 1045441 http://zaguan.unizar.es/record/126966/files/texto_completo.pdf Versión publicada 2107952 http://zaguan.unizar.es/record/126966/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:126966 articulos driver 2024-11-22-12:03:21 ARTICLE