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Background <p>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.</p> Methods <p>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).</p> Results <p>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 (<i>p</i> &lt; 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%).</p> Conclusion <p>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.</p>

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Integrating the Triple Jump Exercise and gamification (G-Jump) to enhance learning outcomes among anesthesia students: a preliminary quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月7日

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  • Hasanali Jafarpoor,
  • Hossein Ghasemi Falavarjani,
  • Amirhossein Shokrani,
  • Yosef Mortazavi,
  • Asal Kazemzadeh,
  • Fatemeh Hasaninejad Darzi,
  • Fatemeh Behnam

摘要

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.