Gamification in the learning of Health Sciences students: a systematic review
DOI:
https://doi.org/10.5281/zenodo.16666114Keywords:
gamification, medical education, information and communication technologies, learning strategies, student motivation, active learningAbstract
A systematic review was conducted following the PRISMA guidelines to analyze the impact of gamification on Health Sciences education. Databases such as PubMed, Scopus, and Web of Science were consulted, including studies published between 2015 and 2025 that evaluated the effect of gamification on students in this field. After applying inclusion and exclusion criteria and assessing methodological quality using the Newcastle-Ottawa scale, 27 studies were selected. Eighty percent of these reported improvements in knowledge retention, student motivation, and engagement. However, there was heterogeneity in the types of games used and the evaluation methods applied. In conclusion, gamification appears to be an effective pedagogical strategy, although its impact depends on the design of the activity and its integration into the curriculum. Further longitudinal studies are recommended to assess its long-term effects.
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Data Availability Statement
The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.
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Copyright (c) 2025 Jorge A. Fernández (Author)
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