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It is crucial to employ engaging and effective educational methods for medical students. This study focuses on designing, implementing, and evaluating a gamification approach to enhance radiographic interpretation skills among medical students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The research utilized a Quazi-experimental design involving 82 fifth-year medical students enrolled in a radiographic interpretation course during the 2022\u20132023 years. Participants were divided into two groups of received internship in a routine method (In-person rotation) and gamified approach training (In-person rotation\u2009+\u2009Gamification). Students engaged in a competitive gamified environment with a total of 200 clinical cases. Three assessment instruments were used: 80 multiple-choice questions (MCQs), 10 scenario-based cases in an Objective Structured Clinical Examination (OSCE), and a 21-item Technology Acceptance Model (TAM) questionnaire to evaluate student satisfaction. Data analysis was conducted using paired t-tests, independent t-tests, and one-sample t-tests with SPSS version 24.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The comparison of knowledge scores between post-tests and pre-tests indicated significant differences for both routine method (In-person rotation) (\n                      <jats:italic>P<\/jats:italic>\n                      \u2009&lt;\u20090.001) and the gamification approach (\n                      <jats:italic>P<\/jats:italic>\n                      \u2009&lt;\u20090.001). However, when comparing post-test scores between the two groups, the results revealed that the gamification method was significantly more effective than In-person rotation (\n                      <jats:italic>P<\/jats:italic>\n                      \u2009&lt;\u20090.001). Additionally, the acceptance of technology, as measured by student satisfaction in the gamified education group, exceeded the cutoff average across all components.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The study's findings demonstrate that gamified method effectively enhances knowledge, skill, and student satisfaction. Implementing this approach in educational settings can lead to significant benefits, creating a more engaging and interactive learning experience that improves academic outcomes and increases student motivation and enjoyment.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-025-07523-x","type":"journal-article","created":{"date-parts":[[2025,7,1]],"date-time":"2025-07-01T06:57:47Z","timestamp":1751353067000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["Enhancing radiographic interpretation: effects of gamification on medical students' knowledge, skills, and satisfaction \u2014 a quasi-experimental study"],"prefix":"10.1186","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5631-6448","authenticated-orcid":false,"given":"Zahra","family":"Karimian","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1168-1177","authenticated-orcid":false,"given":"Mohammad","family":"Momeni","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1297-8271","authenticated-orcid":false,"given":"Nahid","family":"Zarifsanaiey","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,7,1]]},"reference":[{"key":"7523_CR1","unstructured":"Fard MM, Shahian FM. 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