The use of gamification to teach in the nursing field

Castro, Talita Candida; Gonçalves, Luciana Schleder

doi:10.1590/0034-7167-2017-0023

Cited by 50 publications

(52 citation statements)

References 9 publications

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“…As our participants reported in the satisfaction questionnaire, it enabled them to remember and apply knowledge more easily. In the same line of results, previous reports on the use of gamification in nursing studies support these findings, such as using an escape room among [22,26], in which gamification helped to acquire competencies by positively shaping the teaching-learning process. Gamification has been shown to successfully increase students' motivation to learn and to be an additional resource based on student engagement and meaningful learning in education [27].…”

Section: Principal Findingssupporting

confidence: 75%

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Molina-Torres¹,

Rodriguez‐Arrastia²,

Alarcón³

et al. 2021

JMIR Serious Games

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Background University teaching methods are changing, and in response to a classical teacher-centered approach, new methods continue to strengthen knowledge acquisition by involving students more actively in their learning, thus achieving greater motivation and commitment. Objective This study aimed to analyze the degree of satisfaction of physiotherapy students who used a board game–based approach, as well as to compare the difference between traditional and gamification teaching methods and their influence on the final evaluation of these students. Methods A comparative study was conducted. Participants were physiotherapy students who were enrolled in the subject of “physiotherapy in geriatric and adult psychomotricity” (n=59). They were divided into two groups (experimental [n=29] and control [n=30] groups) through convenience sampling. The experimental group received gamification lessons, where the students performed different tests adapted from Party&Co, and the control group received traditional lessons. A total of 16 theoretical lessons were received in both groups. Results The scores in the final examination of the subject were higher in the experimental group (mean 7.53, SD 0.95) than in the control group (mean 6.24, SD 1.34), showing a statistically significant difference between the two groups (P=.001). Conclusions Overall, the “Physiotherapy Party” game not only stimulated learning and motivated students, but also improved learning outcomes among participants, and the improvements were greater than those among students who received traditional teaching.

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Section: Principal Findingssupporting

confidence: 75%

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Molina-Torres¹,

Rodriguez‐Arrastia²,

Alarcón³

et al. 2021

JMIR Serious Games

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“…En este estudio, el módulo educativo se consideró, en general, como adecuado, requiriendo ajustes en algunos aspectos en relación con la característica interacción. En cuanto al contenido aplicado, los resultados obtenidos coinciden con estudios similares, indicando que, aunque extenso, es adecuado y bien estructurado, distribuido en cuatro capítulos que cubren textos, imágenes y videos, necesarios para alcanzar los objetivos propuestos (14,19,24) .…”

Section: Discussionunclassified

Módulo educativo em ambiente virtual de aprendizagem em Diabetes Mellitus

et al. 2020

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Introducción: Los profesionales de enfermería necesitan ser capacitados y cualificados para atender a las personas con diabetes y uno de los aspectos considerado como fundamental para esa capacitación es el conocimiento de los recursos tecnológicos indicados para el desarrollo del proceso de enseñanza-aprendizaje, como informática, internet, hipermedia, multimedia, y las diversas herramientas de interacción y comunicación.Objetivos: Los objetivos de este estudio fueron desarrollar un módulo educativo sobre pie diabético en Ambiente Virtual de Aprendizaje - AVA en la plataforma Moodle para estudiantes de enfermería y someter el programa a la evaluación de los alumnos. Método: Se trata de un estudio descriptivo transversal, realizado con 31 estudiantes. El módulo educativo fue desarrollado como curso distribuido en cuatro capítulos versando sobre pie diabético. Después del curso los alumnos evaluaron el módulo utilizando instrumento validado conteniendo aspectos pedagógicos (contenido, interacción y actividades) y aspecto técnico (calidad de la interfaz) del AVA. Resultados: Las características obtenidas consideradas como favorables al aprendizaje fueron "contenido" (91,6%), "actividades" (85,8%) y "calidad de la interfaz" (89,7%). La característica "interacción" fue la que obtuvo menor índice (52,7%). Conclusión: Considerando la mayoría de las características evaluadas, concluimos que Moodle se mostró una herramienta eficaz de enseñanza. En cuanto a la característica "interacción", es necesario perfeccionar las cuestiones que afectan a las actividades programadas, estas son el foro y chat para propiciar una mayor relación entre los participantes. Introduction: Nursing professionals need to be trained and qualified to care for people with diabetes, where one of the aspects considered as fundamental for this training is the knowledge of the technological resources indicated for the development of the teaching-learning process, such as computer science, internet, hypermedia, multimedia, besides the various tools of interaction and communication.Objective: The objectives of this study were to develop an educational module about diabetic foot in a Virtual Learning Environment – VLE in the Moodle platform for nursing students and to submit the program to the evaluation of the students. Method: It is a cross-sectional descriptive study, carried out with 31 students. The educational module was developed as a course distributed in four chapters dealing with diabetic foot. After the course, the students evaluated the module using a validated instrument containing pedagogical aspects (content, interaction and activities) and technical aspect (interface quality) of VLE. Results: The characteristics that were considered favorable to learning were “content” (91.6%), “activities” (85.8%) and “interface quality” (89.7%). The “interaction” characteristic was the one that obtained the lowest rate (52.7%). Conclusion: By considering most of the evaluated characteristics, we conclude that Moodle has proved to be an effective teaching tool. Regarding the “interaction” characteristic, it is necessary to improve the questions that involve the scheduled activities, such as forum and chat, in order to provide a greater relationship among the participants.

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“…Actualmente encontramos trabajos que nos revelan una relación positiva entre la utilización de la gamificación y el incremento de la motivación, la atención en el aula y la interacción positiva entre el alumnado (Carrión Candel, 2018;Castro y Gonçalves, 2018;Vélez Osorio, 2016). Existen algunos trabajos que la relacionan con un incremento de notas del alumnado (Pinto Tortosa et al, 2017), pero éste sería un campo que requiere estudios pormenorizados.…”

Section: La Cohesión Del Aprendizaje Colaborativo Y Cooperativo a Traunclassified

La gamificación y los sistemas de respuesta interactiva como herramientas para reforzar el aprendizaje colaborativo y cooperativo en el aula

Mirón-González¹

2020

Docencia Colaborativa Universitaria: Planificar, Gestionar Y Evaluar Con Entornos Virtuales De Aprendizaje

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The use of gamification to teach in the nursing field

Cited by 50 publications

References 9 publications

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Módulo educativo em ambiente virtual de aprendizagem em Diabetes Mellitus

La gamificación y los sistemas de respuesta interactiva como herramientas para reforzar el aprendizaje colaborativo y cooperativo en el aula

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