<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572024000200079</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.50.23558</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de las herramientas digitales gamificadas en la evaluación de saberes previos de anatomía humana]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of gamified digital tools in the evaluation of prior knowledge of human anatomy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Rojas]]></surname>
<given-names><![CDATA[Hubert James]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo Escuela de Medicina ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>50</numero>
<fpage>79</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La educación gamificada aumenta la motivación de participación del estudiante en clases, ya sea por el sentido de competencia al realizar un juego o por el ambiente de compañerismo.  Objetivo Analizar los resultados de la evaluación de saberes previos de anatomía humana que poseen los estudiantes universitarios utilizando herramientas digi- tales no gamificadas y gamificadas.  Método Estudio cuantitativo, descriptivo y transversal. Se realizó un muestreo aleatorio simple. El tamaño de muestra fue de 152 estudiantes de enfermería. Se empleó estadística descriptiva en el análisis de las tablas de frecuencias y la prueba de Monte Carlo para el análisis de asociaciones (valor de p &lt; 0.05).  Resultados Los estudiantes (83.55% femenino) tuvieron una edad media de 26.47 ± 8.47 años. La herramienta digital preferida por los estudiantes fue Kahoot (28.94%), seguido de Quizizz (23.02%) y Genially (13.81%). Para el grupo generacional Z la mejor herramienta fue Quizizz (30.18%), para la Y fue Kahoot (35.22%), y para la X fue Genially (27.27%), p = 0.026 (p &lt; 0.05). Los porcentajes de respuestas correctas en la evaluación de saberes previos fueron Votación de Zoom 61%, Google Forms 77%, Mentimeter 55%, Poll Everywhere 57%, Padlet 48%, Kahoot 55% y Quizizz 87%.  Conclusiones El uso de las herramientas digitales gamificadas en la evaluación de saberes previos de anatomía no varió en el resultado de las respuestas comparado con las no gamificadas, pero sí fueron más motivado- ras y fomentaron la competencia entre los estudiantes. Kahoot y Quizizz fueron elegidas como las mejores por los estudiantes, que permitieron analizar las respuestas correctas de los alumnos tanto de forma grupal como individual, así como las respuestas erradas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Gamified education increases the student&#8217;s motivation to participate in classes either because of the sense of competition when playing a game or because of the atmosphere of camaraderie.  Aim Analyze the results of the evaluation of previous knowledge of human anatomy that university students have using non-gamified and gamified digital tools.  Method Quantitative, descriptive and cross-sectional study. A simple random sampling was carried out. The sample size was 152 nursing students. Descriptive statistics were used in the analysis of frequency tables and the Monte Carlo test for the analysis of associations (p value &lt; 0.05).  Results The students (83.55% female) had an average age of 26.47 ± 8.47 years. The digital tool preferred by students was Kahoot (28.94%), followed by Quizizz (23.02%) and Genially (13.81%). For generational group Z the best tool was Quizizz (30.18%), for Y it was Kahoot (35.22%), and for X it was Genially (27.27%), p = 0.026 (p &lt; 0.05). The percentages of correct answers in the prior knowledge assessment were Zoom Voting 61%, Google Forms 77%, Mentimeter 55%, Poll Everywhere 57%, Padlet 48%, Kahoot 55% and Quizizz 87%.  Conclusions The use of gamified digital tools in the evaluation of prior knowledge of anatomy did not vary in the result of the answers compared to the non-gamified ones, but they were more motivating and promoted competition among students. Kahoot and Quizizz were chosen as the best by the students, which allowed the correct answers of the students to be analyzed both in groups and individually, as well as the wrong answers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnología de la información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[herramienta]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[universidades]]></kwd>
<kwd lng="en"><![CDATA[Information and communication technology]]></kwd>
<kwd lng="en"><![CDATA[tool]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[universities]]></kwd>
</kwd-group>
</article-meta>
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