@article {L{\'o}pez-Jim{\'e}nez2022,
	title = {Taking the pulse of a classroom with a gamified audience response system},
	journal = {Computer Methods and Programs in Biomedicine},
	volume = {213},
	year = {2022},
	note = {cited By 2},
	abstract = {{Background and objective: This paper presents an empirical study of a gamified mobile-based assessment approach that can be used to engage students and improve their educational performance. Method: A gamified audience response system called G-SIDRA was employed. Three gamification elements were used to motivate students in classroom activities: badges for achievements to increase engagement, points to indicate progression and performance in the subject and ranking for promoting competitiveness. A total of 90 medical students in a General and Descriptive Anatomy of the Locomotor System course were taught using G-SIDRA in the academic year 2019/2020. Smart bracelets were configured to collect heart rate measurements from 30 students with the aim of evaluating the impact of the gamification elements. The control group consisted of a sample of 110 students enrolled on the same course in the academic year 2016/2017 using non-gamified SIDRA. Results: Statistically significant differences were found between multiple choice questions (MCQ) scores obtained by using SIDRA and G-SIDRA in the four experiments (U = 1.621,50, p < 0,01 for Exp1; U = 1.950,00, p < 0,01 for Exp2; U = 955,00, p < 0,01 for Exp3; U = 2.335,00, p < 0,01 for Exp4). In the students{\textquoteright} final exam grades, statistically significant differences between students that used G-SIDRA as opposed to SIDRA (T(157) = 3.992; p = 0.044) were obtained. Concerning gamification elements, statistically significantly differences were found in comparing the pulse increases after and before the badge event in the four experiments (U = 2.484,00},
	keywords = {academic achievement, Article, Audience response systems, controlled study, E - learning, e-learning, Empirical studies, empiricism, Gamification, Gamified audience response system, Heart, heart rate, heart rate measurement, Heart rate variations, Heart-rate, human, Human anatomy, human experiment, Humans, Learning systems, Likert scale, major clinical study, medical student, motivation, multiple choice test, Musculoskeletal system, Performance, satisfaction, Statistically significant difference, Students, theoretical study},
	doi = {10.1016/j.cmpb.2021.106459},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118787418\&doi=10.1016\%2fj.cmpb.2021.106459\&partnerID=40\&md5=6338f4b58ed89528e2663ca12be4c986},
	author = {L{\'o}pez-Jim{\'e}nez, J.J. and Fernandez-Aleman, J.L. and Gonz{\'a}lez, L.L. and Sequeros, O.G. and Valle, B.M. and Garc{\'\i}a-Bern{\'a}, J.A. and Idri, A. and Toval, A.}
}
@article {L{\'o}pez-Jim{\'e}nez2021,
	title = {Effects of gamification on the benefits of student response systems in learning of human anatomy: Three experimental studies},
	journal = {International Journal of Environmental Research and Public Health},
	volume = {18},
	number = {24},
	year = {2021},
	note = {cited By 2},
	abstract = {{This paper presents three experiments to assess the impact of gamifying an audience response system on the perceptions and educational performance of students. An audience response system called SIDRA (Immediate Audience Response System in Spanish) and two audience response systems with gamification features, R-G-SIDRA (gamified SIDRA with ranking) and RB-G-SIDRA (gamified SIDRA with ranking and badges), were used in a General and Descriptive Human Anatomy course. Students participated in an empirical study. In the academic year 2019{\textendash}2020, a total of 90 students used RB-G-SIDRA, 90 students employed R-G-SIDRA in the academic year 2018{\textendash}2019, and 92 students used SIDRA in the academic year 2017{\textendash}2018. Statistically significant differences were found between final exam grades obtained by using RB-G-SIDRA and SIDRA},
	keywords = {academic achievement, academic performance, anatomy, experiment, Gamification, human, Humans, learning, motivation, perception, student, Students},
	doi = {10.3390/ijerph182413210},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121118668\&doi=10.3390\%2fijerph182413210\&partnerID=40\&md5=29b9263d7b8db439936394c1f2826a10},
	author = {L{\'o}pez-Jim{\'e}nez, J.J. and Fernandez-Aleman, J.L. and Garc{\'\i}a-Bern{\'a}, J.A. and Gonz{\'a}lez, L.L. and Sequeros, O.G. and Ros, J.N. and Carrillo de Gea, J.M. and Idri, A. and Toval, A.}
}
