The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study

Gallegos, Cara; Tesar, Abigail J.; Connor, Kelley; Martz, Kim

doi:10.1016/j.nepr.2017.08.019

Cited by 85 publications

(73 citation statements)

References 19 publications

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“…Our findings in this study are similar to those of Gallegos et al, who reported that game scores and rankings were not a motivating element for nursing students, despite the competitive nature of online games. These authors concluded that nursing students might have a high level of intrinsic motivation, so they may not need a gaming component to improve their performance [2].…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, educational games in nursing education should be validated, in order to analyze their viability, make them more attractive and capable of combining theory and practice [12]. Students positively assess immediate feedback given by educational games, as they include a personal response system that increases content acquisition and comprehension, as well as motivation in nursing [2].…”

Section: Discussionmentioning

confidence: 99%

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Impact of educational games on academic outcomes of students in the Degree in Nursing

et al. 2019

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Objective The aim of using the game-based tool Kahoot! was to evaluate and reinforce the contents taught in the subject of Management and Administration of Nursing, Ethics and Health Legislation Services included in the Degree in Nursing, during the 2016–2017 academic year. Methods A prospective quasi-experimental study was carried out on a sample of 116 students. 10 multiple-choice questions were designed, with only one possible correct answer and a 20-second-limited response time for each of the questions. Four of these questions previously answered in the classroom using this game were chosen (20% of the exam). Each one of them corresponded to one unit of the topics taught in the subject. In order to participate in the educational game, students needed their smartphones or electronic devices. After completing the game, the students’ satisfaction level derived from its use was assessed. Results The correct answer rate in the educational game was greater than 50% for all questions except for one, in which the rate was 28.8% (P<0.05). Response time as related to score presented statistically significant differences, and higher scores for those questions with lower response time (P<0.001). The questions included in the final test which had been previously answered using Kahoot! showed a significantly higher difficulty index than the rest of the final exam questions (P<0.05). Question 3 was the easiest, while being the one in which the highest-scoring students obtained more wrong answers. For the students this tool was easy to use (89.6%) and they positively valued the content acquisition and comprehension, as well as the teacher-student interaction (P<0.05). Conclusion The implementation of educational games which consider response time and correct answers favors competitiveness and motivates students to actively participate in their learning process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Impact of educational games on academic outcomes of students in the Degree in Nursing

et al. 2019

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“…The system provides real-time capturing, encoding, and streaming to the client. On the other hand, Gallegos et al [44] presented Gamelab©, a 3D platform that has multiple quests that meet the same learning objective, which allows students to select the learning activity that is most appealing to them.…”

Section: Development Of Game Generation Platforms To Education Applicmentioning

confidence: 99%

Zeus – a tool for generating rule‐based serious games with gamification techniques

et al. 2020

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Gamification refers to the use of rules and game design techniques to involve and motivate people to achieve their goals. This work proposes an application development architecture that can generate game applications with gamification techniques. As proof of concept, the authors introduce Zeus, a platform for developing ruled-based serious game applications with gamification techniques. Zeus aims at generating gamified applications that can meet the learning goals set by users. These goals will be reflected through both learning and game attributes that users can personally select. To assess the functionality of the authors tool, they conduct a qualitative evaluation of four rule-based serious game applications developed with Zeus to help students learn about arithmetic. They make use of the Fun Toolkit to perform this evaluation in terms of the delivery of both fun and learning experiences. Their findings are encouraging in the context of learning basic arithmetic operations with Zeus game applications.

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“…Moreover, positive responses to the game in the educational system are evident by Strickland and Kaylor [21]. On the other hand, Gallegos et al [13] introduced a game-based learning platform 3D GameLab© where students gave negative feedback to this educational gaming strategy.…”

Section: Gamification and Game Elementsmentioning

confidence: 99%

Strategies to improve academic motivation among nursing students

Cilar

Spevan

2020

Sestrin. glas. (Online)

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Introduction: Academic motivation of nursing students is a broad concept that has an impact on academic success, education and personal satisfaction. Motivation to study often decreases with years of study, thus it is important to find out effective strategies for motivating nursing students. Methods: A scoping review was conducted in 2020 to determine the scope and body of literature on strategies for motivating nursing students. A literature search was performed in four international databases (PubMed, Medline, Science-Direct and Google Scholar) using inclusion and exclusion criteria. The literature search and analysis are shown using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Results: Out of 560 identified studies, a total of 14 studies were included in the final analysis. Most of the identified studies were quasi-experimental studies (n=8; 57.14 %) exploring the effectiveness of existing strategy. Strategies that showed positive effects in raising nursing student’s academic motivation are gamification, mobile applications, forums, problem-based learning, and other specific strategies. Discussion: It is evident that new strategies have positive impact on nursing student’s academic motivation. Nevertheless, there is a need for further research and testing before the process of implementing those strategies in specific learning environment. Conclusion: There is a constant need for education of future nurses. To ensure appropriate nurses’ knowledge and skills, academic motivation is needed.

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The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study

Cited by 85 publications

References 19 publications

Impact of educational games on academic outcomes of students in the Degree in Nursing

Impact of educational games on academic outcomes of students in the Degree in Nursing

Zeus – a tool for generating rule‐based serious games with gamification techniques

Strategies to improve academic motivation among nursing students

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