Escape Room como Herramienta Didáctica en la Enseñanza de la Histología / Escape Room as a Didactic Tool in Histology Teaching

En el marco de un proceso de aprendizaje activo, se investigó el rendimiento académico a corto y a largo plazo de los estudiantes en dos sesiones prácticas de la asignatura de Histología a las que se incorporó un escape room. También se evaluó su impacto en la motivación y la retención del conocimiento. Los estudiantes fueron clasificados en un grupo control, que siguió una metodología de enseñanza tradicional, y un grupo experimental, que participó en la actividad del escape room. Los resultados revelaron mejoras significativas en las calificaciones posteriores a la intervención en el grupo experimental. El estudio también evaluó la percepción estudiantil de la experiencia del escape room que demostró valoraciones muy satisfactorias.

SUMMARY: In the context of an active learning process, this study investigated the short-term and long-term academic performance of students in two practical sessions of the Histology course, which included an escape room activity. The impact of this approach on motivation and knowledge retention was also assessed. Students were divided into a control group, which followed a traditional teaching methodology, and an experimental group, which participated in the escape room activity. The results revealed significant improvements in post-intervention grades in the experimental group. Additionally, the study assessed students' perceptions of the escape room experience, which showed highly satisfactory evaluations.

Development of a crowdsourcing- and gamification-based mobile application to collect epidemiological information and promote healthy lifestyles in Mexico.

We developed a mobile application to promote healthy lifestyles and collect non-communicable disease (NCD) data in Mexico. Its theoretical foundations are supported by a framework-guided literature review. With design sprints, Scrum, Model-View-Controller, and Representational State Transfer architecture, we operationalized evidence-based nutrition/physical activity information into a crowdsourcing- and gamification-based application. The application was piloted for three months to monitor the response of 520 adults. Potential improvements were characterized, considering benchmarking, expert guidance, and standards. Salud Activa (English: Active Health) has two crowdsourcing modules: Nutritional scanner, scanning products' bar codes, providing nutritional data, and allowing new product registry feeding our databases; Surveys, comprising gradually-released NCD questions. Three intervention modules were generated: Drinks diary, a beverage assessment component to receive hydration recommendations; Step counter, monitoring users' steps via Google Fit/Health-iOS; Metabolic Avatar, interconnecting modules and changing as a function of beverage and step records. The 3-month median of Salud Activa use was seven days (IQR = 3-12), up to 35% of participants completed a Survey section, and 157 food products were registered through Nutritional scanner. Better customization might benefit usability and user engagement. Quantitative and qualitative data will enhance Salud Activa's design, user uptake, and efficacy in interventions delivered through this platform.

Metodologias ativas no ensino da Prótese Parcial Removível durante a COVID-19: um relato de experiência da Universidade Federal da Paraíba / Metodologías activas em la enseñanza de Prótesis Parcial Removible durante laCOVID-19: relato de experiencia de la Universidade Federal da ParaíbaResumen / Active methodologies in teaching the Removable Partial Denture course during COVID-19: an experience report

Este estudo objetiva apresentar a experiência do componente curricular Prótese Parcial Removível (PPR) da Universidade Federal da Paraíba com a implementação de metodologias ativas, como gamificação, sala de aula invertida e case-based learning(CBL), no ensino à distância, visando sedimentar o aprendizado quanto ao planejamento de arcos parcialmente desdentados. As atividades foram realizadas de forma síncrona e assíncrona, utilizando como casos os esquemas bidimensionais e fotografias de arcosparcialmente desdentados, baseando-se no conceito de sala de aula invertida, no qual os alunos apresentavam os casos e os professores atuavam como mediadores nas discussões. Observou-se um grande engajamento e participação ativa dos alunos na construção do seuconhecimento. A inserção dessas metodologias no ensino remoto funcionou como um eixo motivacional para os alunos, fomentando a aprendizagem e estimulando o desenvolvimento de competências no planejamento em PPR previamente ao atendimento clínico (AU).

Este estudio tiene como objetivo presentar la experiencia del componente curricular Prótesis Parcial Removible de la Universidade Federal da Paraíba con la implementación de metodologías activas, como gamificación, aula invertida y aprendizaje basado en casos, en educación a distancia, con el objetivo de consolidar el aprendizaje sobre la planificación de arcadas parcialmente edéntulas. Las actividades se realizaron de forma sincrónica y asincrónica, utilizando diagramas bidimensionales y fotografías de arcos parcialmente edéntulos como casos, basados en el concepto de aula invertida, en la que los estudiantes presentaban los casos y los docentes actuaban como mediadores en las discusiones. Hubo un gran compromiso y participación activa de los estudiantes en la construcción de su conocimiento. La inclusión de estas metodologías en la enseñanza a distancia funcionó como eje motivacional de los estudiantes, favoreciendo el aprendizaje y estimulando el desarrollo de habilidades en la planificación de la Prótesis Parcial Removible previa a la atención clínica (AU).

This study aims to present the experience of RPD course at the Universidade Federal da Paraíba using active methodologies such as gamification, flipped classroom and case-based learning (CBL) in distance learning, aiming to consolidate learning in planningpartially edentulous arches. Activities were carried out synchronously and asynchronously using two-dimensional schemes and photographs of partially edentulous arches as "cases" and based on the concept of the flipped classroom, where students presented the cases and the teachers acted as mediators in the discussions. Excellent engagement and active participation of students in their knowledge construction were observed. The insertion of these methodologies in remote teaching acted as a motivational axis for the students, promoting learning and stimulating development of competences in RPD planning prior to clinical care (AU).

Gamification using technologies for occupational safety training in the civil construction sector.

BACKGROUND: Although regulatory norms on work safety offer guidelines for organizing and preventing accidents, the construction site is an environment susceptible to deviations, sometimes due to the lack of effective training. To this end, technologies such as virtual reality become possibilities for innovations with great advantages, as they allow simulations, modeling, exploratory environments and games, which allow the user to create a greater connection and interest in the subject in question. OBJECTIVE: This study aimed to present the technological advances applied in safety-oriented training in the construction industry worldwide, emphasizing serious games through a systematic review of the literature. METHODS: The review was carried out using five scientific databases, with a research protocol to answer questions about the application of gamification to guarantee the safety of workers. RESULTS: Fifteen articles were evaluated, with descriptive, observational research and case studies. It was found that the use of technologies in construction safety is not yet a common reality in the sector, as it presents challenges and limitations, such as gameplay and issues related to cost. However, they show great potential as a dynamic solution in the training of civil construction workers, effectively collaborating in accident prevention and work safety. CONCLUSION: Several software programs and applications were found for creating three-dimensional scenes and for providing users with a customized experience according to the needs observed in the virtual interaction; building information modeling tools, which promote realistic project modeling; and equipment to visualize the scenes created. Furthermore, the possibility of combining traditional theoretical teaching with serious games was verified. However, gamification applicability is an alternative that still has limitations, in addition to the lack of flexibility in the rules imposed on the game, hampering users' authenticity in making decisions.

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation.

Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.

Intervención sobre habilidades sociales mediante un juego de rol: un estudio de diseño mixto con jóvenes con discapacidad intelectual / Social skills intervention through role-playing: a mixed-design study with youth with intellectual disability

Resumen Objetivos. Identificar si existen mejoras en la interacción social de jóvenes con discapacidad intelectual a través del uso de una metodología basada en el juego de rol. Método. Se realizó un estudio de diseño mixto a partir de un programa de intervención breve, de ocho sesiones de duración, con un total de siete participantes. Para la recolección de datos, se utilizaron técnicas cualitativas y cuantitativas como la observación sistemática, la observación directa no sistematizada y la Escala de Autoevaluación de Habilidades Sociales. Resultados. La intervención arrojó resultados modestos. La prueba W de Wilcoxon muestra diferencias significativas a nivel general. Las observaciones evidencian cambios en los comportamientos de los participantes, sobre todo en lo referente a respuestas alternativas a la agresión, la cuales fueron rápidamente sustituidas por estrategias pacíficas y actitudes dialogantes.

Abstract Objectives. The objective of this study was to identify if there are improvements in social interaction in young people with intellectual disabilities, using a methodology based on role playing. Method. A mixed design study based on a brief intervention program of eight sessions, with a total of seven participants, was used. Qualitative and quantitative techniques were used for data collection: systematic observation, non-systematized direct observation and the Social Skills Self-Assessment Scale. Results. The intervention yielded modest results. The Wilcoxon W test shows significant differences at the general level. Observations show changes in participants' behaviors, especially in terms of alternative responses to aggression, which were quickly replaced by peaceful strategies and dialogic attitudes.

Gamification as a health education strategy of adolescents at school: Protocol for a systematic review and meta-analysis.

The objective of the study is to present a systematic review and meta-analysis protocol for evaluating the effects of health education gamification-based interventions, on health parameters (food consumption, sleep quality and physical activity) of adolescent students. This protocol was registered on the International Prospective Register of Systematic Reviews (PROSPERO) database (CRD42022373833). The search will be performed in the following databases: MEDLINE, Embase, Scopus, ERIC, ScienceDirect, Web of Science, Cochrane, LILACS, APA, and ADOLEC. Intervention studies (clinical trials - randomized or non-randomized) and quasi-experimental studies will be included. The risk of bias will be assessed using the Risk of Bias in Non-randomized Studies of Interventions tool for randomized controlled trials, non- randomized controlled trials and quasi-experimental trials. Two independent researchers will conduct all assessments, and any disagreements will be consulted with a third reviewer. Data analysis and synthesis will be analyzed using RevMan 5.4.1 software. We will conduct the study in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guideline. The review will summarize the current evidence on gamification health education changes in parameters related to the health of adolescents. Gamification has been used to verify the increase in adherence to healthy habits or the development of health-related skills, but there are still few results for the adolescent population. We expect that the systematic review could indicate strategies with gamification interventions and also determine how these strategies can improve health parameters of adolescent students, and they will be available as a reference for these interventions.

Psychometric investigation of the gamification Hexad user types scale with Brazilian Portuguese adolescents speakers.

Gamification has been applied in different fields over the last years, impacting the development of technologies, services, and products towards a more game-like world. Albeit its success, some results indicated personal differences influencing the success of its application, leading to the creation of user models (e.g., Hexad), a way to represent user profiles in gamified environments. Even though a great effort has been made to create and discuss instruments to represent these user models, many of them lack investigation into their psychometric properties. At the same time, although gamification can be particularly interesting in engaging adolescents, few attempts analyzed instruments considering this population. Addressing this lack, in this study, we evaluated the psychometric properties of the gamification Hexad scale in Brazilian Portuguese considering a sample ([Formula: see text]) of adolescents aged between 13 and 16 years old. Through a quantitative study (i.e., confirmatory factor analysis and correlation), we analyzed the psychometric properties of the scale and the correlations between user types when using data collected from adolescents. Results demonstrated that the current version of the scale needs improvements to better assess the user types of the Brazilian adolescent population, especially regarding the Disruptor user type. Also, the user types presented fewer correlations when compared with the adult sample. At the same time that the results of this study can be used in the academy and industry as a source of measurement of user types from Brazilian adolescents, it also opens several possibilities for new studies in personalized gamification considering this population.

Efficacy in the use of gamification strategy in phonological therapy. / Eficácia no uso de estratégia de gamificação na terapia fonológica.

PURPOSE: to compare the efficacies of traditional phonological therapy and phonology associated with the gamification strategy in children with Phonological Disorder (PD). METHODS: ten individuals with PD participated who showed the process of replacing liquids. They were randomized into two groups: traditional phonological therapy (control group - CG) and phonological therapy associated with a gamification strategy mediated by computer (gamification group - GG). The phonological intervention comprised, for both groups, stages of speech perception and production. Interventions differed in the perception stage, in which the GG was submitted to the game with gamification strategies. At the end of each session, individuals speech production (% of correct answers) were registered for each therapeutic stage, based on target words and sounding words. For analysis the following were considered: The individuals mean of correct answers for each therapeutic stage; PCC-R value (percentage of correct consonants) pre and post therapy; beyond of the number of sessions used to reach 85% of correct production. RESULTS: there was no statistical difference between the types of intervention considering the average of correct answers of the productions and the number of sessions. There was a significant effect for pre- and post-therapy conditions in the comparison PCC-R values ​​for both models. The individuals in the GC had the PCC-R values higher than those of GG. CONCLUSION: both models of intervention present similar results, providing an improvement in the individuals phonological performance from the first session.

OBJETIVO: comparar as eficácias da terapia fonológica tradicional e terapia fonológica associada à estratégia de gamificação em sujeitos com Transtorno Fonológico (TF). MÉTODO: participaram dez sujeitos com TF que apresentavam o processo de substituição de líquidas. Os sujeitos foram randomizados em dois grupos: terapia fonológica tradicional (grupo controle - GC) e terapia fonológica associada a estratégia de gamificação mediada por computador (grupo gamificação - GG). A intervenção fonológica compreendeu, para ambos os grupos, etapas de percepção e produção de fala. As intervenções se diferenciaram na etapa de percepção, na qual o GG foi submetido ao jogo com estratégia de gamificação. Ao final de cada sessão, foram registrados a produção de fala dos sujeitos (% de acerto) para cada etapa terapêutica, a partir de palavras-alvo e palavras-sondagem. Para análise foram considerados: média de acerto dos sujeitos para cada etapa terapêutica; valores de PCC-R (Porcentagem de Consoantes Corretas Revisado) pré e pós terapia; além do número de sessões utilizadas para se atingir 85% de produção correta. RESULTADOS: não houve diferença estatisticamente significante entre os tipos de intervenção considerando a média de acertos das produções e o número de sessões. Houve efeito significante para as condições pré e pós terapia na comparação dos valores de PCC-R para ambos os modelos. Os sujeitos do GC tiveram os valores de PCC-R maiores do que as do GG. CONCLUSÃO: ambos os modelos de intervenção apresentam resultados semelhantes, propiciando melhora no desempenho fonológico do sujeito desde a primeira sessão.

"A gente é invisível pra sociedade": impactos das condições de trabalho na saúde e qualidade de vida em entregadores de comida na pandemia de covid-19 / "We are invisible to society": impacts of working conditions on food delivery workers' health and quality of life during the COVID-19 pandemic

Resumo A pandemia de covid-19 agravou as situações de renda, fome, desemprego e informalidade provocados pela Reforma Trabalhista de 2017 e pelo desmonte de políticas sociais, levando muitos trabalhadores ao ramo da entrega de comida sem direitos ou garantias de proteção. Este trabalho procurou investigar as condições de trabalho e o impacto na saúde e qualidade de vida de entregadores de comida de Curitiba/PR, de acordo com as categorias de entrega, durante a pandemia de covid-19. Foi realizada pesquisa de campo em 10 points de entrega, seguindo a lógica da saturação de discursos, com o auxílio de instrumento de pesquisa com perguntas semiestruturadas. Paradoxalmente, apesar da menção a vários aspectos negativos das condições de trabalho, a qualidade de vida foi percebida como positiva por grande parte dos entregadores, sendo associada à possiblidade de trabalho e retorno financeiro. Os aspectos negativos das condições de trabalho e seus impactos na saúde e qualidade de vida foram sentidos com mais intensidade por entregadores de aplicativo. Esses achados trazem a necessidade de aprofundamento da discussão das condições de trabalho nos novos arranjos contemporâneos e precarizados e seus impactos na saúde dos trabalhadores, a partir de diferentes contextos e categorias de trabalhadores.

Abstract The COVID-19 pandemic aggravated the scenario of low income, hunger, unemployment, and informality generated by the 2017 Labor Reform and the dismantling of social policies, leading many workers to enter the food delivery business that misses labor rights or protection. Thus, this study aimed at investigating how such working conditions impacted food delivery workers' health and quality of life in Curitiba, Brazil, during the pandemic according to delivery categories. Field research, based on saturation of discourse, was conducted in 10 delivery points using a semi-structured instrument. Despite mentioning several negative aspects regarding working conditions, most delivery workers perceived a positive quality of life, mainly associated with the possibility of work and financial return. App-based delivery workers felt more intensely the negative impacts on health and quality of life. These findings point to the need for further discussions on how these new contemporary and precarious labor arrangements impact occupational health in different contexts and categories.

The potential of games for vulnerable groups like refugees: a scoping review / El potencial de los juegos para grupos vulnerables como los refugiados: revisión del alcance / O potencial de jogos para grupos vulneráveis como refugiados: revisão de escopo

ABSTRACT Objective: To map existing studies on the development of games for refugees, identifying the developed games, characteristics and possible application to health care. Method: A scoping review study, carried out in July 2022, using the MEDLINE® (Medical Literature Analysis and Retrieval System Online), CINAHL® (Cumulative Index to Nursing and Allied Health Literature), SPORTDiscus, Scopus, SciELO (Scientific Electronic Library Online), Psychology and Behavioral Sciences Collection, Cochrane Central Register of Controlled Trials databases. Results: 8 studies were identified, with 8 different types of games published between 2016 and 2022. The characteristics of the games found essentially fall on their use to increase empathy towards refugees. Conclusion: This study identifies opportunities to strengthen the current body of knowledge in nursing, using games as ways of welcoming, training and integrating populations in situations of social vulnerability in which refugees find themselves.

RESUMEN Objetivo: Mapear los estudios existentes sobre el desarrollo de juegos para refugiados, identificando los juegos desarrollados, sus características y su posible aplicación a la atención de salud. Método: Estudio de revisión de alcance, realizado en julio de 2022, utilizando las bases de datos MEDLINE® (Medical Literature Analysis and Retrieval System Online), CINAHL® (Cumulative Index to Nursing and Allied Health Literature), SPORTDiscus, Scopus, SciELO (Scientific Electronic Library Online), Psychology and Behavioral Sciences Collection, Cochrane Central Register of Controlled Trials. Resultados: Se identificaron 8 estudios, con 8 tipos diferentes de juegos publicados entre 2016 y 2022. Las características de los juegos encontrados recaen esencialmente en su uso para aumentar la empatía hacia los refugiados. Conclusión: Este estudio identifica oportunidades para fortalecer el conocimiento actual en enfermería, utilizando el juego como forma de acoger, capacitar e integrar a poblaciones en situaciones de vulnerabilidad social en las que se encuentran refugiados.

RESUMO Objetivo: Mapear os estudos existentes sobre o desenvolvimento de jogos para refugiados, identificando os jogos desenvolvidos, características e possível aplicação aos cuidados de saúde. Método: Estudo de revisão de escopo, realizado em julho de 2022, utilizando as bases de dados MEDLINE® (Medical Literature Analysis and Retrieval System Online), CINAHL® (Cumulative Index to Nursing and Allied Health Literature), SPORTDiscus, Scopus, SciELO (Scientific Electronic Library Online), Psychology and Behavioral Sciences Collection, Cochrane Central Register of Controlled Trials. Resultados: Foram identificados 8 estudos, com 8 diferentes tipos de jogos publicados entre 2016 e 2022. As características dos jogos encontrados recaem essencialmente sobre a sua utilização para aumentar a empatia para com os refugiados. Conclusão: Este estudo identifica oportunidades para fortalecer o atual corpo de conhecimento em enfermagem, utilizando jogos como formas de acolhimento, formação e integração de populações em situação de vulnerabilidade social em que se encontram os refugiados.

Gamificación educativa en el laboratorio de biología celular / Educational gamification in the cell biology laboratory

La incorporación de estrategias de gamificación en la docencia se ha descrito como una herramienta para aumentar la motivación y el compromiso de los alumnos con la materia. Bajo esta premisa, se ha desarrollado una experiencia de innovación educativa mediante la plataforma Kahoot! en la primera y última práctica de laboratorio de la asignatura de Biología Celular del Grado en Biología. Los participantes fueron 135 alumnos repartidos en 12 grupos de laboratorio, que se dividieron entre experimentales y controles. Todos los grupos resolvieron un cuestionario en papel acerca de los conceptos explicados en clase, al finalizar ambas prácticas (post-test), pero sólo aquellos grupos experimentales resolvían un cuestionario antes de la clase (pre-test). Antes de la primera práctica, los alumnos de los grupos experimentales respondieron al pre-test mediante el Kahoot! Sin embargo, para la última práctica algunos grupos lo resolvieron jugando al Kahoot! y otros, con papel y bolígrafo. Los resultados mostraron que aquellos alumnos que fueron seleccionados para jugar a Kahoot!, obtuvieron un mayor número de aciertos en el test realizado tras la sesión práctica (post-test) con respecto a aquellos que no resolvieron ningún pre-test o, que lo hicieron de un modo clásico. Por lo tanto, nuestros resultados sugieren que implementar la jugabilidad en la docencia incrementa considerablemente la motivación del alumnado debido, probablemente, a cambios fisiológicos experimentados por el cerebro durante el juego y a la creación de un clima positivo, que facilitan el proceso de aprendizaje.

SUMMARY: The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pre- test or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process.

Kahoot© como estratégia de aprendizagem no ensino de ciências morfofuncionais: uma revisão integrativa / Kahoot© as a learning strategy in the teaching of morphofunctional sciences: an integrative review

Introdução: tecnologias digitais como as gamificações vem modernizando e inovando o processo de aprendizagem. Objetivo:agrupar, por meio de uma revisão de literatura, evidências científicas acerca da aplicabilidade do Kahoot© como estratégia de aprendizagem na disciplina de Ciências Morfofuncionais. Metodologia: os termos "anatomy", "histology", "embryology", "gamification", "kahoot", "Kahoot!", foram empregados nas bases de dados PubMed, Scopus, Bireme, Web of Science, Science Direct e Eric, utilizando operadores booleanos OR/AND. Foram estabelecidos como critérios de inclusão, artigos com delineamento do tipo experimental, observacional e revisões sistemáticas que descreveram a utilização do Kahoot© como ferramenta de ensino na disciplina de morfologia humana, publicados nos idiomas inglês, espanhol e português, no período de 2013 a 2021. Foram excluídos, artigos que utilizaram o Kahoot© em outras áreas do conhecimento e em outros componentes curriculares. Resultados: a amostra foi constituída por 337 artigos que, após leitura do título e resumo, foram submetidos aos critérios de inclusão e exclusão. Destes, 11 artigos foram elegíveis para o estudo. Discussão: o Kahoot© motiva o estudante, criando uma atmosfera divertida, favorecendo o trabalho colaborativo e o engajamento dos alunos em seu processo de aprendizagem. Elementos associados à gamificação foram vistos como responsáveis pela descontração e como agentes estressores. Conclusão: o Kahoot© possibilita um aprender divertido e dinâmico, porém, pesquisas que utilizem grupo controle e experimental são relevantes para verificar a efetividade do Kahoot© no ensino de morfologia a curto, médio ou longo prazo, potencializando os benefícios do seu uso em sala de aula.

Introduction:digital technologies such as gamifications have been modernizing and innovating the learning process. Objective: to group, through a literature review, scientific evidence about the applicability of Kahoot© as a learning strategy in the discipline of Morphofunctional Sciences. Methodology: the terms "anatomy", "histology", "embryology", "gamification", "kahoot", "Kahoot!" were employed in the PubMed, Scopus, Bireme, Web of Science, Science Direct and Eric databases, using Boolean OR/AND operators. Inclusion criteria articles with an experimental, observational design and systematic reviews were established that described the use of Kahoot© as a teaching tool in the discipline of human morphology, published in English, Spanish and Portuguese, from 2013 to 2021. Articles that used Kahoot© in other areas of knowlwdge and other curricular components were excluded. Results: the sample consisted of 337 articles that, after reading the title and abstract, were found in the searched databases. After reading the title and abstract, the articles are subject to the inclusion and exclusion criteria. Of these, 11 articles were eligible for the study. Discussion: the Kahoot© motivates the student, creating a fun atmosphere, favoring collaborative work and studente engagement in their learning process. Elements associated with gamification were seen as responsible for the relaxed and stressing agents. Conclusion: Kahoot© a fun and dynamic learning, however, research using control and experimental group is relevant to verify the effectiveness of Kahoot© in the teaching of morphology in the short, medium, or long term, enhancing the benefits of its use in the classroom use

Percepciones de estudiantes de fonoaudiología sobre el aprendizaje basado en simulación y gamificación / Perceptions of phonoaudiology students on simulation-based gamified learning

Introducción: El aprendizaje basado en simulación y gamificación emerge como propuesta pedagógica a las necesidades de los estudiantes contemporáneos, quienes se desarrollan en entornos de avance tecnológico continuo. Más aún, favorecen la adquisición y el desarrollo de razonamientos y habilidades clínicas, lo que mejora la seguridad del paciente. Objetivo: Evaluar la percepción de los estudiantes de cuarto año de Fonoaudiología sobre la propuesta de simulación y gamificación aplicada de Clínica Otoneurológica y Laberintología en la Universidad de Nacional de Córdoba, Argentina. Métodos: Investigación transversal, descriptiva y correlacional. Los participantes (n = 89) completaron tres cuestionarios de valoración: para la actividad de simulación de movimientos oculares, para la actividad de gamificación en clínica audiológica y acerca de aspectos generales de la asignatura. Para el análisis de los datos se utilizó la estadística descriptiva y multivariada. Se estudiaron las asociaciones multivariadas entre los ítems de los cuestionarios, mediante análisis de componentes principales. Resultados: Se obtuvo un alto porcentaje de aceptación de ambas actividades. El análisis multivariado logró explicar un 59 por ciento de la variabilidad, y reveló una asociación positiva entre la simulación y la gamificación. Más aún, estas propuestas pedagógicas se correlacionaron positivamente con los indicadores de aprendizaje significativo, los objetivos del currículo, los métodos de evaluación y los recursos didácticos aplicados. Conclusiones: Estas herramientas generan entornos organizativos y facilitadores del proceso de enseñanza-aprendizaje, especialmente en temas otoneurológicos. Los resultados expanden la aplicabilidad de la simulación y gamificación en la educación universitaria(AU)

Introduction: Simulation-based gamified learning is emerging as a pedagogical proposal to meet the needs of contemporary students, who develop themselves in settings of continuous technological advancement. Moreover, they favor the acquisition and development of clinical reasoning and skills, which improves patient safety. Objective: To evaluate the perception of fourth-year Phonoaudiology students on the simulation and gamification proposal applied in the otoneurology and labyrinthology clinic at the National University of Córdoba, Argentina. Methods: In this cross-sectional, descriptive and correlational research, the participants (n=89) completed three assessment questionnaires: for the eye movement simulation activity, for the gamification activity in audiological clinic, and about general aspects of the subject. Descriptive and multivariate statistics were used for data analysis. The multivariate associations between questionnaire items were studied by means of principal component analysis. Results: A high percentage was obtained regarding acceptance of both activities. Multivariate analysis permitted to explain 59 percent of the variability, and revealed a positive association between simulation and gamification. Moreover, these pedagogical proposals were positively correlated with meaningful learning indicators, the curriculum objectives, the evaluation methods and the didactic resources applied. Conclusions: These tools generate organizational and facilitating settings for the teaching-learning process, especially in otoneurological subjects. The results increase the applicability of simulation and gamification in university education(AU)

Benefits of gamification in medical education.

Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technology-enhanced active learning and multimedia education tools into their curriculum. Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real-world application. They may also help with promoting risk-free healthcare decision-making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages. This collection of hyperlinked resources may be utilized by medical students, practitioners, and instructors at all levels.

Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese.

Gamification has become a significant direction in designing technologies, services, products, organizational structures, and any human activities towards being more game-like and consequently being more engaging and motivating. Albeit its success, research indicates that personal differences exist with regards to susceptibility to gamification at large as well as to different types of gamification designs. As a response, models and measurement instruments of user types when it comes to gamification have been developed. One of the most discussed related instruments is the Hexad user types scale. However, there has been paucity of research related to the validity and reliability of the Hexad instrument in general but also of its different formulations and language versions. To face this gap, our study focused on analyzing the psychometric properties of the Hexad scale in Brazilian Portuguese by conducting two confirmatory factor analyses and two multi-group confirmatory factor analyses. The survey was answered by 421 Brazilian respondents (52% self-reported women, 47% self-reported men, 0.5% preferred not to provide their gender, and 0.5% checked the option "other"), from the five Brazilian regions (23 different states and the Federal District), and aged between 10 and 60 years old. Findings support the structural validity of the scale as an oblique model and indicate opportunities for small improvements. Further research, both at academy and practice, may use this study as the source of measurement of user types related to gamification (in Brazilian Portuguese), as well as, as a theoretical and practical source for further studies discussing personalized gamification.

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions.

Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term "motivation". These findings were discussed, concluding that the experimental studies focused on the teachers' adverse effects are yet to come.

Estimulación del aprendizaje del razonamiento clínico mediante ludificación / Stimulation of the learning of clinical reasoning through gamification

Durante la última década las escuelas de medicina han incorporado herramientas de educación a distancia, existiendo numerosas áreas de intervención. El razonamiento clínico es un área que requiere una ejercitación continua y una retroalimentación efectiva. Dado esto se plantea la interrogante de la recepción de una herramienta de aprendizaje lúdico del razonamiento clínico médico que entregue la retroalimentación efectiva con fines de estimulación del aprendizaje. Para ello se desarrolló una herramienta multiplataforma compatible con dispositivos de escritorio y móviles basada en Ren'Py, la cual fue distribuida a estudiantes de cuarto y quinto año. Posteriormente, se aplicó una encuesta de percepción para evaluar la recepción de la herramienta. Dentro de los puntos evaluados destaca ser una forma motivante de reforzar los estudios, con entrega de información atingente y facilidad de uso. Permite además reconocer debilidades y es considerada un aporte a la formación por parte de los estudiantes. A raíz de esta implementación se pudo confirmar utilidad de la retroalimentación efectiva entregada de forma instantánea dentro de casos clínicos estructurados, abriendo nuevas posibilidades al abanico de herramientas disponibles en educación superior.

Over the last decade, medical schools have incorporated distance learning tools, with numerous intervention areas available. Clinical reasoning is an area that requires continuous training and effective feedback. Given this, arises the question about the reception of a gamified learning tool for medical clinical reasoning that delivers effective feedback intended for the stimulation of learning. For this, a multiplatform tool compatible with desktop and mobile devices was developed based on Ren'Py, which was distributed to fourth and fifth year students. Subsequently, a perception survey was applied to evaluate the reception of the tool. Among the points evaluated, it stands out to be a motivating way of reinforcing the studies, with delivery of pertinent information and ease of use. It also allows the recognition of weaknesses and is considered a contribution to training by the students. As a result of this implementation, it was possible to confirm the usefulness of the effective feedback delivered instantly within structured clinical cases, opening new possibilities to the range of tools available in higher education.

Plataforma de software educativa gamificada: experiencia con estudiantes de anatomía de la Universidad de la Frontera / Gamified educational software platform: experience with anatomy students at Universidad de la Frontera

RESUMEN: La tecnología ha abierto la posibilidad de mejorar los entornos de aprendizaje. Sin embargo, en el ámbito de la educación médica, las herramientas que son utilizadas no entregan evidencias claras sobre si los estudiantes realmente están aprendiendo. Específicamente, en la enseñanza de la anatomía han surgido múltiples aplicaciones para satisfacer la necesidad de acceder a material cadavérico, no obstante, éstas carecen de información enriquecida sobre el rendimiento que alcanzan los estudiantes y del cómo adaptar los aprendizajes según sus necesidades educativas. Así, una de las estrategias que actualmente tiene presencia en este ámbito es la gamificación. Este estudio implementa y utiliza una plataforma de software educativa gamificada basada en sistemas de recomendación y asistentes virtuales, capaz de entregar retroalimentación y estrategias para apoyar la apropiación de conocimiento de anatomía de los estudiantes de la carrera de medicina de la Universidad de La Frontera (UFRO), de la ciudad de Temuco, Chile. Cuarenta y cinco estudiantes participaron del estudio. Éste consistió en la utilización de diversos componentes gamificados con técnicas de inteligencia artificial. Los principales hallazgos de esta experiencia permitieron concluir que la utilización de componentes gamificados para el aprendizaje de la anatomía son un recurso que permite apoyar el aprendizaje de los estudiantes.

SUMMARY: Technology has opened the possibility of improving learning environments. However, in the field of medical education, the tools that are used do not provide clear evidence as to whether students are actually learning. Specifically, in the teaching of anatomy, multiple applications have emerged to satisfy the need to access cadaveric material, nevertheless, these lack enriched information on the performance achieved by students and how to adapt learning according to their educational needs. Thus, one of the strategies currently present in this area is gamification. This study implements and uses a gamified educational software platform based on recommender systems and virtual assistants, capable of delivering feedback and strategies to support the appropriation of anatomy knowledge of medical students at the Universidad de La Frontera (UFRO), in the city of Temuco, Chile. Forty-five students participated in the study. The study consisted in the use of various gamified components with artificial intelligence techniques. The main findings of this experience led to the conclusion that the use of gamified components for learning anatomy is a resource that supports student learning.

Guerra de clanes: aprendizaje basado en equipos como estrategia digital de enseñanza y evaluación a distancia en ciencias morfológicas / Clan war: team-based learning as a digital distance teaching and assessment strategy in morphological sciences

RESUMEN: Debido a la creciente demanda de recursos digitales en la enseñanza y evaluación en morfología, se ha planteado el desafío de evaluar adecuadamente los resultados de aprendizaje adquiridos, la realización de evaluaciones tradicionales en formato digital no es un instrumento adecuado para medir los niveles de aprendizaje adquiridos, lo que hace necesario desarrollar estrategias de enseñanza y evaluación que nos permitan evidenciar de mejor manera lo que los estudiantes aprenden en este formato. En el presente trabajo entregamos una estrategia de aprendizaje basado en equipos, en los cuales se potencia el sentido lúdico, el trabajo en equipo, la motivación, en conjunto con actividades que permiten que los estudiantes demuestren que se desenvuelven en los niveles más complejos del aprendizaje.

SUMMARY: Due to the growing demand for digital resources in teaching and evaluation in morphology, it is necessary to adequately evaluate the learning outcomes acquired. The realization of traditional evaluations in digital format is not an adequate instrument to measure the acquired learning levels. In the present work we show a team-based learning strategy, in which the sense of play, teamwork, and motivation are enhanced, along with activities that allow students to demonstrate that they function in the most complex levels of learning.