Pakistan journal of medical sciences · 2026
Evaluating the impact of "Anatomy Cluedo" on cognitive learning and game mechanics: A pilot gamification study in cranial nerve anatomy.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Khalid Sarah, Khan Rehan A, Hashmi M Suleman Sadiq, Jawaid Masood
Аннотация
OBJECTIVE: This study aimed to evaluate the impact of the gamified learning tool "Anatomy Cluedo" on cognitive learning gain and engagement in cranial nerve anatomy among medical students.
METHODOLOGY: The quantitative research study was carried out in the Department of Anatomy, Shalamar Medical and Dental College, Lahore. In this study 40 students were divided into two groups: the experimental group engaged with "Anatomy Cluedo," while the control group participated in problem-based learning (PBL). Pre-test and post-test assessments, along with engagement metrics measured by the Flow Short Scale (FSS), were analyzed.
RESULTS: The results showed significantly higher cognitive gains in the experimental Group-A (p < 0.001), and strong positive correlations between engagement metrics and learning outcomes (r = 0.78, p < 0.01). Key game elements, such as mechanics, feedback and storytelling, were identified as critical contributors to cognitive learning gains.
CONCLUSION: This study underscores the potential of gamified tools in enhancing engagement and knowledge retention, providing a foundation for further integration of gamification into medical education curricula.
METHODOLOGY: The quantitative research study was carried out in the Department of Anatomy, Shalamar Medical and Dental College, Lahore. In this study 40 students were divided into two groups: the experimental group engaged with "Anatomy Cluedo," while the control group participated in problem-based learning (PBL). Pre-test and post-test assessments, along with engagement metrics measured by the Flow Short Scale (FSS), were analyzed.
RESULTS: The results showed significantly higher cognitive gains in the experimental Group-A (p < 0.001), and strong positive correlations between engagement metrics and learning outcomes (r = 0.78, p < 0.01). Key game elements, such as mechanics, feedback and storytelling, were identified as critical contributors to cognitive learning gains.
CONCLUSION: This study underscores the potential of gamified tools in enhancing engagement and knowledge retention, providing a foundation for further integration of gamification into medical education curricula.