Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos

International Journal of Environmental Research and Public Health

卷:18

Caroline Françoise Martin¹  Laura Alonso-Martínez²  María Consuelo Sáiz-Manzanares³  Leandro S. Almeida⁴ 

[1] Departament Filología Inglesa, Universidad of Burgos, Pº Comendadores s/n, 09001 Burgos, Spain;

[2] Departamento de Ciencias de la Educación, Facultad de Educación, Universidad de Burgos, C/Villadiego, 1, 09001 Burgos, Spain;

[3] Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Universidad of Burgos, Research Group DATAHES, Pº Comendadores s/n, 09001 Burgos, Spain;

[4] Instituto de Educação, Campus de Gualtar, Universidade do Minho, Research Group CIEd, 4710-057 Braga, Portugal;

关键词: higher education;    mixed methods;    self-regulated learning;    academic achievement;    gamification;    nursing;   

DOI  :  10.3390/ijerph182211757

来源: DOAJ

【 摘 要 】

Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students’ satisfaction with teachers’ performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences.

【 授权许可】

Unknown