Tarbiat Modares University (TMU) Health Education and Health Promotion 2588-5715 14 2 2026 04 01 Gamification Approaches to Improve Learning Outcomes among Medical Students 271 280 29129 10.58209/hehp.14.2.271 EN R.N. Millani Department of Medical Education, Faculty of Medicine, Airlangga University, Surabaya, Indonesia 0009-0002-3228-029X A.K.R. Purba Department of Medical Education, Faculty of Medicine, Airlangga University, Surabaya, Indonesia 0000-0003-4943-6369 H.T. Joewono “Department of Medical Education, Faculty of Medicine” and “Dr. Soetomo Academic General Hospital”, Airlangga University, Surabaya, Indonesia 0000-0002-9372-2656 Journal Article 2026 06 17 <strong><span>Aims:</span></strong><span> </span><span>Gamification has increasingly been incorporated into medical education to improve student engagement, motivation, and academic performance. This study aimed to systematically evaluate the effects of gamification-based learning interventions on knowledge outcomes, clinical skills, OSCE performance, and student motivation. </span> <strong><span>Information & Methods:</span></strong><span> </span><span>This systematic review and meta-analysis were conducted in accordance with the PRISMA 2020 guidelines. Literature searches were performed in PubMed, Scopus, Google Scholar, and citation-tracking sources through December 2025. Quantitative studies evaluating gamification interventions among undergraduate or professional medical students were included. Data were synthesized narratively, and a meta-analysis was conducted using a random-effects model. Effect sizes were calculated using standardized mean differences with 95% confidence intervals, and heterogeneity was assessed using the I² statistic.</span> <strong><span>Findings:</span></strong><span> </span><span>Fourteen studies met the inclusion criteria, and six were eligible for meta-analysis. The pooled analysis demonstrated a moderate positive effect of gamification compared with conventional teaching approaches. Greater benefits were observed in clinically oriented and skill-based learning activities, although substantial heterogeneity was identified across studies. Gamification also improved collaborative participation, learning satisfaction, and classroom interaction in several studies involving simulation-based educational activities in undergraduate medical education programs. </span> <strong><span>Conclusion:</span></strong><span> Gamification is a promising educational strategy in medical education.</span> https://hehp.modares.ac.ir/article_29129_55f16320eb523947f12d2e94d9630c6e.pdf