Integrating the Triple Jump Exercise and gamification (G-Jump) to enhance learning outcomes among anesthesia students
A preliminary quasi-experimental study
Bibliographic Data
| ID | 22423927 |
|---|---|
| Authors | Hasanali Jafarpoor (0000-0002-2077-2812, Babol University of Medical Sciences), Hossein Ghasemi Falavarjani (0000-0001-5375-789X, Shahid Sadoughi University of Medical Sciences and Health Services), Amirhossein Shokrani (0000-0003-1096-480X, Tehran University of Medical Sciences), Yosef Mortazavi (Babol University of Medical Sciences), Asal Kazemzadeh (0009-0005-5459-1672, Shahid Sadoughi University of Medical Sciences and Health Services), Fatemeh Hasaninejad Darzi (Babol University of Medical Sciences), Fatemeh Behnam (0009-0005-4718-0592, Babol University of Medical Sciences, corresponding author) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-03-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-08933-1 |
| PMID | 41792714 |
| OpenAlex | W7134135201 |
| Language | EN |
| References cited | 33 |
BACKGROUND: In health profession education, assessment functions not only as a measure of performance but also as a learning opportunity. The Triple Jump Exercise (TJE) is a formative assessment method that promotes self-assessment, problem-solving, and knowledge integration. However, its traditional format often lacks engaging elements, which may reduce its effectiveness. The present study introduces an innovative model, G-Jump, which integrates TJE with gamification based on the philosophy of “assessment for learning” and seeks to optimize this formative assessment model among anesthesia students. METHODS: This quasi-experimental study included 45 anesthesia students from Babol University of Medical Sciences, randomly assigned to three groups: control, TJE, and G-Jump. All groups received identical instructions, but the assessment method varied across groups. Data were collected through performance tests (pre-test, post-test, and follow-up) and the Vidakis satisfaction questionnaire, and analyzed using R software (version 4.5.0). RESULTS: The G-Jump group scored significantly higher post-test mean score (16.14 ± 1.72) compared to the TJE (14.57 ± 1.64) and control (13.3 ± 2.55) groups (p < 0.001). This advantage persisted in the follow-up test (G-Jump: 16.8 ± 1.72). Neither grade point average (GPA) nor age had a significant effect on outcomes, and no gender differences were observed. Only 26.6% of participants used credible scientific resources, revealing limited information-seeking skills. Satisfaction with the gamified experience was high, with a mean score of 34.8 out of 40 (87%). CONCLUSION: The G-Jump model, which combines multi-stage formative assessment with gamification, appears to be an effective approach to improve learning outcomes, enhance motivation, and foster cognitive engagement among anesthesia students.
Curriculum · MEDLINE · Physical activity · Program evaluation · Educational Games and Gamification · Innovative Teaching Methods · Physical Education and Pedagogy
The Cambridge Handbook of Multimedia Learning
Developing the theory of formative assessment
A Critical Review of Research on Student Self-Assessment
Gamified learning in higher education
Challenging games help students learn
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency
Reframing selection as a learning experience
Beyond open book versus closed book
Blended learning
Formative assessment and self-regulated learning
| Highly cited | No |
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