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Fig. 2 | BMC Medical Education

Fig. 2

From: Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

Fig. 2

Scatterplot of instructional efficiency of the gamified module and standard module. Legend: Standardized Z scores for knowledge check performance on the y-axis and standardized Z scores for self-perceived difficulty on the x-axis. (efficiency graph format adapted from Paas & Van Merrienboer, 1993 [51])

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BMC Medical Education

ISSN: 1472-6920

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