Effectiveness of the Use of Animation and Gamification in Online Distance Education During Pandemic

İnangil, Demet; Dinçer, Berna; Kabuk, Ayşe

doi:10.1097/cin.0000000000000902

Cited by 7 publications

(5 citation statements)

References 29 publications

(79 reference statements)

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“…After gamification, the study group’s motivation levels in all four areas (i.e., relevance, attention, satisfaction, and confidence) were significantly higher than those of the control group. This finding agrees with that of Inangil et al [ 60 ], who reported significantly higher attention, satisfaction, and total motivation score among the nursing students in the gamified group than control group. Other studies by Aşıksoy [ 24 ] and White and Shellenbarger [ 70 ] reported that gamified FCs increase student motivation and that badges guaranteed that students actively participated in classroom activities, made competitive environments in a positive way, enhanced peer relationships and generate formative feedback.…”

Section: Discussionsupporting

confidence: 93%

“…A study by Lai et al [ 56 ] involving medical students reported significant improvements in the knowledge of the students in the gamified group. Also, our findings are consistent with those of [ 60 – 63 ] who reported a significant improvement in the knowledge level of the gamified group. In contrast, a study by Trevino et al [ 64 ] and Lee et al [ 65 ] reported that educational games had a similar impact on the knowledge level as attending an engaging, didactic lecture.…”

Section: Discussionsupporting

confidence: 92%

“…Another study by Sailer and Sailer [36] reported that a gamified quiz can increase students' feelings of social belonging and intrinsic motivation. Matching with this result, many studies have reported that education gamification positively affects participation and motivation [39,42,60,[71][72][73]. In contrast, a study by Mekler et al [33] reported that motivation was not affected by gamification.…”

Section: Discussionmentioning

confidence: 85%

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Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial

et al. 2022

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Background Flipped learning excessively boosts the conceptual understanding of students through the reversed arrangement of pre-learning and in classroom learning events and challenges students to independently achieve learning objectives. Using a gamification method in flipped classrooms can help students stay motivated and achieve their goals. Methods This study adopted a randomized controlled study design with a pre-test and post-test and involved 128 nursing students at Mansoura University. This study randomly divided the students into the study and control groups. Data were collected at three time points using six tools. In the intervention group, Moodle was gamified for 6 weeks. Results A significant difference in the students’ self-confidence (p = 0.021), skills knowledge (p < 0.001), intensity of preparation (p < 0.001), and motivation (p < 0.001) was observed between the two groups; however, no difference in the students’ skills performance (p = 0.163) was observed between the two groups after using gamified flipped classrooms. Conclusions Compared with the traditional flipped classrooms, gamified flipped classrooms improved nursing students’ motivation, intensity of preparation, skills knowledge, and self-confidence during laboratory clinical practice. Thus, gamification is a learning approach that can be implemented in conjunction with the flipped classroom model to motivate students to participate in the learning process. Trial registration. Prospectively registered with ClinicalTrials.gov on 26/04/2021; registration number NCT04859192.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 85%

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Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial

et al. 2022

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“…This student performance outcome was perhaps not surprising. A recent study has shown that students who used animation learning tools were more motivated compared to those in the control group (Inangil et al, 2022) and the level of motivation positively was found to correlate with learning outcomes (Abdel Meguid et al, 2020). While motivation was not assessed in this study, students demonstrated the autonomy to choose the tools and model of delivery that best suited their interests.…”

Section: Discussionmentioning

confidence: 99%

Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning

Xiao

2023

Anatomical Sciences Ed

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Anatomists are facing a new generation of learners who will study and work in a technology‐rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first‐year neuroanatomy and third‐year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non‐animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5‐point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70–80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non‐animated presentations during the end‐of‐semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry‐based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non‐didactic anatomy assessments.

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“…During an initial analysis of the literature, a diversity was found in the application of gamification depending on the object of study. Therefore, it is possible to find research involving the application of gamification in health promotion and disease prevention [ 36 , 37 ] in teaching health professionals [ 38 , 39 ], in teaching during the COVID-19 pandemic [ 40 ], and in school learning [ 41 ].…”

Section: Discussionmentioning

confidence: 99%

Gamification as a health education strategy of adolescents at school: Protocol for a systematic review and meta-analysis

dos Santos,

Ríos,

de Medeiros

et al. 2023

PLoS ONE

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The objective of the study is to present a systematic review and meta-analysis protocol for evaluating the effects of health education gamification-based interventions, on health parameters (food consumption, sleep quality and physical activity) of adolescent students. This protocol was registered on the International Prospective Register of Systematic Reviews (PROSPERO) database (CRD42022373833). The search will be performed in the following databases: MEDLINE, Embase, Scopus, ERIC, ScienceDirect, Web of Science, Cochrane, LILACS, APA, and ADOLEC. Intervention studies (clinical trials ‐ randomized or non-randomized) and quasi-experimental studies will be included. The risk of bias will be assessed using the Risk of Bias in Non-randomized Studies of Interventions tool for randomized controlled trials, non- randomized controlled trials and quasi-experimental trials. Two independent researchers will conduct all assessments, and any disagreements will be consulted with a third reviewer. Data analysis and synthesis will be analyzed using RevMan 5.4.1 software. We will conduct the study in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guideline. The review will summarize the current evidence on gamification health education changes in parameters related to the health of adolescents. Gamification has been used to verify the increase in adherence to healthy habits or the development of health-related skills, but there are still few results for the adolescent population. We expect that the systematic review could indicate strategies with gamification interventions and also determine how these strategies can improve health parameters of adolescent students, and they will be available as a reference for these interventions.

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Effectiveness of the Use of Animation and Gamification in Online Distance Education During Pandemic

Cited by 7 publications

References 29 publications

Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial

Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial

Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning

Gamification as a health education strategy of adolescents at school: Protocol for a systematic review and meta-analysis

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