Using Gamification to Improve Productivity and Increase Knowledge Retention During Orientation

Brull, Stacey; Finlayson, Susan; Kostelec, Teresa; Macdonald, Ryan; Krenzischeck, Dina

doi:10.1097/nna.0000000000000512

Cited by 69 publications

(30 citation statements)

References 8 publications

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“…In addition, these kinds of games promote creative thinking, as reflected in the results of this study and those of other studies [31][32][33][34]. In line with the findings of Gómez-Urquiza et al [22], games, such as Escape Room and the one suggested in this study, help students in their day-to-day practice when it comes to thinking critically, as they have to bear in mind all potential solutions to their problems, which enhances their overall decision-making skills [35].…”

Section: Principal Findingssupporting

confidence: 80%

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: 80%

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Molina-Torres¹,

Rodriguez‐Arrastia²,

Alarcón³

et al. 2021

JMIR Serious Games

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show abstract

“…Health education implemented through gameful experience has been proven to effectively enhance knowledge of leptospirosis [43]. In addition, integrating gamified media into medical education courses has been shown to effectively improve knowledge and skill performance among nursing students [44][45][46]. Moreover, designing applications to integrate with gameful experience to explore learning performance in professional nursing education has also been proven to generate a higher level of knowledge when compared to traditional teaching methods [15].…”

Section: Principal Findingsmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.

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“…Across disciplines within healthcare education, students report positive perceptions of gamification in some form or another. Nursing programs have reported the incorporation of gamification in education through digital badges (White & Shellenbarger, 2018), and nursing orientation gamification has been used to improve both productivity and retention of knowledge (Brull et al, 2017). Medical education has incorporated gamification within residency training to support credentialing, examination scores, surgical technique, and clinical decision-making skills.…”

Section: Gamification In Healthcare Educationmentioning

confidence: 99%

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2021

JAID

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This journal will provide a peer-reviewed format for the publication of scholarly articles in the field of applied instructional design. The journal recognizes the role of the practitioner in the work environment and realizes that outside constraints may limit the data collection and analysis process in applied settings. The limitations of real-world instructional design of the practitioner can still provide valuable knowledge for the field. Sponsoring OrganizationJAID is a publication of the Association for Educational Communications and Technology (AECT).

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Using Gamification to Improve Productivity and Increase Knowledge Retention During Orientation

Abstract: Findings demonstrate gamification as an effective way to teach when compared with more traditional methods. Staff enjoy this type of learning and retained more knowledge when using gaming elements.

Cited by 69 publications

References 8 publications

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

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