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

Int J Environ Res Public Health

Instituto de Educação, Campus de Gualtar, Universidade do Minho, Research Group CIEd, 4710-057 Braga, Portugal.

Published: November 2021

AI Article Synopsis

  • * The study involved 225 third-year nursing (ND) and occupational therapy (OTD) students to examine the impact of digital game-based learning (DGBL) on LMS access, learning outcomes, and student satisfaction with teachers.
  • * Results showed that DGBL techniques improved LMS access and learning outcomes for nursing students, with qualitative differences in interaction frequency and DGBL preferences based on the degree type; further research is planned to explore these differences.

Article Abstract

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.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8618151PMC
http://dx.doi.org/10.3390/ijerph182211757DOI Listing

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