@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.}
}
