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Volume 14, Issue 2 (2026)
Health Educ Health Promot 2026, 14(2): 271-280 |
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Received: 2026/03/16 | Accepted: 2026/05/23 | Published: 2026/06/19
Received: 2026/03/16 | Accepted: 2026/05/23 | Published: 2026/06/19
How to cite this article
Millani R, Purba A, Joewono H. Gamification Approaches to Improve Learning Outcomes among Medical Students. Health Educ Health Promot 2026; 14 (2) :271-280
URL: http://hehp.daneshafarand.org/article-4-87233-en.html
URL: http://hehp.daneshafarand.org/article-4-87233-en.html
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1- Department of Medical Education, Faculty of Medicine, Airlangga University, Surabaya, Indonesia
2- “Department of Medical Education, Faculty of Medicine” and “Dr. Soetomo Academic General Hospital”, Airlangga University, Surabaya, Indonesia
2- “Department of Medical Education, Faculty of Medicine” and “Dr. Soetomo Academic General Hospital”, Airlangga University, Surabaya, Indonesia
Abstract (4 Views)
Aims: Gamification has increasingly been incorporated into medical education to improve student engagement, motivation, and academic performance. This study aimed to systematically evaluate the effects of gamification-based learning interventions on knowledge outcomes, clinical skills, OSCE performance, and student motivation.
Information & Methods: This systematic review and meta-analysis were conducted in accordance with the PRISMA 2020 guidelines. Literature searches were performed in PubMed, Scopus, Google Scholar, and citation-tracking sources through December 2025. Quantitative studies evaluating gamification interventions among undergraduate or professional medical students were included. Data were synthesized narratively, and a meta-analysis was conducted using a random-effects model. Effect sizes were calculated using standardized mean differences with 95% confidence intervals, and heterogeneity was assessed using the I² statistic.
Findings: Fourteen studies met the inclusion criteria, and six were eligible for meta-analysis. The pooled analysis demonstrated a moderate positive effect of gamification compared with conventional teaching approaches. Greater benefits were observed in clinically oriented and skill-based learning activities, although substantial heterogeneity was identified across studies. Gamification also improved collaborative participation, learning satisfaction, and classroom interaction in several studies involving simulation-based educational activities in undergraduate medical education programs.
Conclusion: Gamification is a promising educational strategy in medical education.
Information & Methods: This systematic review and meta-analysis were conducted in accordance with the PRISMA 2020 guidelines. Literature searches were performed in PubMed, Scopus, Google Scholar, and citation-tracking sources through December 2025. Quantitative studies evaluating gamification interventions among undergraduate or professional medical students were included. Data were synthesized narratively, and a meta-analysis was conducted using a random-effects model. Effect sizes were calculated using standardized mean differences with 95% confidence intervals, and heterogeneity was assessed using the I² statistic.
Findings: Fourteen studies met the inclusion criteria, and six were eligible for meta-analysis. The pooled analysis demonstrated a moderate positive effect of gamification compared with conventional teaching approaches. Greater benefits were observed in clinically oriented and skill-based learning activities, although substantial heterogeneity was identified across studies. Gamification also improved collaborative participation, learning satisfaction, and classroom interaction in several studies involving simulation-based educational activities in undergraduate medical education programs.
Conclusion: Gamification is a promising educational strategy in medical education.
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