Fig. 4

The topic-relevant online quiz performance of students in different gamification scenarios. Experimental groups: online quiz played at the beginning of teaching sessions by an individual player (GI) or a team (G II), quiz played at the end of teaching session by an individual player (G III) or a team (G IV), and quiz played twice, at the beginning and the end of class, by a team (G V). The first-year medical and dental students from the University of Eastern Finland were randomly grouped into even-sized groups. *denotes a significant difference between groups, p < 0.05, one-way ANOVA