Abstract:

Introduction:
Programs for active participation of the students in their teaching-learning process are used more and more frequently. This process, sometimes called gamification because it incorporates applications designed for gaming, provides advantages for participation and motivation of students and can be used for the continuous evaluation of their learning process.
The results of the application of these programs can be used to improve learning and evaluate the learning process of the students. These programs allow us to evaluate the teaching-learning process in order to make decisions about the suitability of the application of some methods or others.

Objectives:
To assess whether the results obtained in the continuous evaluation through an online questionnaire program carried out in person, Quizzizz®, are related to the results obtained in a structured face-to-face exam.

Method:
The study was developed with the students of the subject "Oral Repercussions of Systemic Diseases" in the Dentistry Degree in the Universidad Complutense of Madrid, during the 2021-22 academic year. All students participated in the same four online quizzes in the Quizzizz® application and the same structured final exam.
The content of the subject was the same in the Quizzizz® tests and in the structured exam. Once each of the tests was completed, the data analysis was performed using the Spearman correlation test using the Epidat 4.2 program.

Results:
Of the 80 students in the course, 59 participated in all the continuous assessment tests and the structured exam. The results show that there is a Pearson correlation coefficient of 0.14 (95% CI: -0.102-0.369; p=0.252).

Discussion:
We cannot use a correlation between the results obtained in the continuous assessment tests through an online questionnaire and the final grade of the students. Following the methodology applied, we do not consider that the structured examination of the subject can be replaced by this method. In the students of our study, the use of activities through applications of active participation does not improve by itself the academic learning results.

Conclusions:
The application of gamification activities in teaching should be evaluated not only in student motivation but also in its impact on the students' academic results. We will continue to introduce methodological adaptations and evaluate their results in order to be able to systematically implement these new forms of evaluation.

Keywords:

Gamification, Evaluation, Innovations, Dentistry.