@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.}
}
