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<p>Healthcare students often struggle with learning medical terminology due to its complexity and abstract nature. This randomized controlled trial assessed the effectiveness of <i>MedQuiz</i>, a digital serious game, in enhancing immediate terminology acquisition and user satisfaction among 60 undergraduate students in health-related programs. Participants were assigned to either a control group with traditional instruction or an intervention group using <i>MedQuiz</i> alongside lectures. Post-test scores were significantly higher in the intervention group (P &lt; .001), and user experience predicted performance. Usability metrics (SUS = 90.36%) and playability ratings indicated strong engagement. The MEEGA+ (Metrics for Educational Game Assessment + ) framework showed positive perceptions of usability and learning, while entertainment value was moderate. Findings support <i>MedQuiz</i> as a scalable and engaging tool for short-term medical terminology learning. Long-term retention was not assessed. Further studies should examine delayed learning outcomes and explore integration with artificial intelligence-based spaced repetition systems for sustained knowledge acquisition.</p><p></p>

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Evaluating a digital serious game for learning medical terminology in a randomized controlled trial

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月6日

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  • Khalil Kimiafar,
  • Seyyedeh Fatemeh Mousavi Baigi,
  • Masoumeh Sarbaz,
  • Davood Sobhani-Rad,
  • Ali Darroudi,
  • Parviz Marouzi,
  • Seyyed Mohammad Tabatabaei,
  • Majid Khadem Rezaeian,
  • Mostafa Sohrabi-Far,
  • Mojtaba Esmaeili

摘要

Healthcare students often struggle with learning medical terminology due to its complexity and abstract nature. This randomized controlled trial assessed the effectiveness of MedQuiz, a digital serious game, in enhancing immediate terminology acquisition and user satisfaction among 60 undergraduate students in health-related programs. Participants were assigned to either a control group with traditional instruction or an intervention group using MedQuiz alongside lectures. Post-test scores were significantly higher in the intervention group (P < .001), and user experience predicted performance. Usability metrics (SUS = 90.36%) and playability ratings indicated strong engagement. The MEEGA+ (Metrics for Educational Game Assessment + ) framework showed positive perceptions of usability and learning, while entertainment value was moderate. Findings support MedQuiz as a scalable and engaging tool for short-term medical terminology learning. Long-term retention was not assessed. Further studies should examine delayed learning outcomes and explore integration with artificial intelligence-based spaced repetition systems for sustained knowledge acquisition.