Rudolphi-Solero, TeodoroLorenzo-Alvarez, RocioRuiz-Gomez, Miguel J.Sendra-Portero, Francisco2025-01-072025-01-072021-12-011935-9772https://hdl.handle.net/10668/26394Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (+/- SD) score of the game was 74.7% (+/- 19.5%) in 2015, 71.2% (+/- 21.5%) in 2016, and 67.5% (+/- 21.5%) in 2017 (PenAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/education researche-learningcomputersgame-based learninggross anatomy educationradiology educationmedical educationundergraduate educationvirtual worldsSelf-determination theoryHealth-careUser acceptanceSerious gamesEducationMotivationVoluntaryElementsSkillsGamificationresearch article34449983open access10.1002/ase.21341935-9780https://riuma.uma.es/xmlui/bitstream/10630/24084/1/Anatomical%20Sciences%20Ed%20-%202021%20-%20Rudolphi%e2%80%90Solero%20-%20Impact%20of%20compulsory%20participation%20of%20medical%20students%20in%20a%20multiuser.pdf728568200001