The study examined the effect of gamified crossword puzzles on the outcomes of a medical terminology course for 211 undergraduate health administration students in a 14-week course. Paper crosswords were introduced from week 5 for 9 weeks in the classroom. A non-equivalent control group design with post-intervention test only and independent t-tests were used to compare groups. Multiple linear regression analysis adjusted for covariates and estimated treatment effects, including ATE, ATET, and ATENT. Regression-adjusted analyzes showed statistically significant differences in total test scores between groups (p < 0.001). Analyzes of treatment effect yielded predominantly positive, statistically significant estimates for total scores (p < 0.01). Students with weaker basic knowledge may need additional support. The findings are associative, not causal, due to the observational design.