Introduction: Educational games can be very useful tools for learning memorization lessons such as anatomy due to the interaction between the participants. The purpose of present study was to investigate the quality of learning in the general anatomy lesson using gamification among the students of Khomein Faculty of Medical Sciences.
Methods & Materials: The present research was a quasi-experimental interventional study conducted on 53 first and second -semester students of Khomein University of Medical Sciences in 2022. Initially, the training was in the form of lectures and PowerPoint presentations. After the pre-test, in the next 8 sessions, the training was presented in a combined form using lecture and Kahoot platform (as classroom quizzes). At the end of the semester, the post-test was held. The test and quiz results were analyzed to investigate the effect of the Kahoot educational environment and students' gender on student learning.
Results:  The mean scores of students in various quizzes did not show a significant statistical difference (p-value=0.976). Additionally, the mean scores of male and female students were not statistically significant (p-value=0.766), indicating that gender did not affect the scores of classroom quizzes. On the other hand, the mean scores of students in the post-test (1.84 ± 0.24) were significantly higher than the pre-test (1.71 ± 0.3) (p-value=0.007).
Conclusion: Answering the questions of the Kahoot game, which was done in a group and cooperative manner, could strengthen the sense of participation in learning taught concepts; therefore, it is better to use new and varied educational aid games in teaching anatomy.