Exploring the experience of nursing undergraduates in using gamification teaching mode based on the flow theory in nursing research: A qualitative study

Han, Lu; Cao, Qiongya; Xie, Tianqu; Chen, Xiangxu; Liu, Yanping; Bai, Jinbing

doi:10.1016/j.nedt.2021.105158

Cited by 14 publications

(6 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous research has also found that group collaboration combined with gamification activities helps students to be more engaged, and also enhances learning achievement by being more engaged in gamification activities (Wang et al, 2020). Gamification can help students interact with each other (Manzano-León et al, 2021), and adding a story context to gamification can also enhance flow, as a gamification design with a story context can make students motivated by the novelty and thus, they perform better in terms of flow (Han et al, 2021). The MTGL provides a mechanism for teachers to conduct a collaborative gamification classroom with story context tasks, and in the preliminary analysis of this study, students were found to have higher flow.…”

Section: Resultsmentioning

confidence: 99%

“…For research question 2, the overall score of flow of the MTGL gamified activity with the accumulation point mechanism was significantly higher than the median, indicating that students were engaged in completing the gamified tasks together. Moreover, previous research that incorporated designed contextual contexts in the gamification mechanism found that it was an effective way to enhance flow (Han et al, 2021). The gamified teaching activities in this study also included contextual background, which may have helped learners to be more engaged in the activities to some extent.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Hou

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

A scaffolding-based mind tool was designed to allow teachers to easily create lesson plans for in-class gamified activities and to embed various scaffoldings in the lesson plan design. The purpose of this study was to investigate the learning outcomes of a scaffolding-based mind tool integrated with gamified learning activities applied to a science course. The study was conducted to investigate students' learning outcomes, flow, and qualitative feedback on the scaffolding-based mind tool. A total of 134 high school students participated in the experiment. The results showed that the gamified activity with the scaffolding-based mindtool significantly improved students' learning effectiveness, but the learning effectiveness did not differ significantly from that of the students in the lecture-based instruction. In addition, the study found that the learners' flow was high, the students were engaged in the activity. The qualitative feedback analysis also revealed high positive evaluations of the usefulness of the gamified activity, mind tool, and scaffolds. In addition, students with low prior knowledge or low learning effectiveness had significantly higher active engagement in flow than those with high prior knowledge/learning effectiveness.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Hou

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…Hoy en día es importante desarrollar un perfil innovador en las aulas universitarias, tanto desde el punto de vista de la calidad docente como de la necesidad de motivar a los estudiantes 1 . Dentro de este contexto, la educación gamificada ha recibido la atención creciente y se ha implementado en varios campos 2 . Existen muchos conceptos de gamificación, Rojas-Viteri et al mencionan que "la gamificación es la aplicación de recursos propios de los juegos (diseño, dinámica, elementos, etc.)…”

Section: Introductionunclassified

Uso de las herramientas digitales gamificadas en la evaluación de saberes previos de anatomía humana

Rojas

2024

Inv Ed Med

View full text Add to dashboard Cite

Introducción: La educación gamificada aumenta la motivación de participación del estudiante en clases, ya sea por el sentido de competencia al realizar un juego o por el ambiente de compañerismo. Objetivo: Analizar los resultados de la evaluación de saberes previos de anatomía humana que poseen los estudiantes universitarios utilizando herramientas digitales no gamificadas y gamificadas. Método: Estudio cuantitativo, descriptivo y transversal. Se realizó un muestreo aleatorio simple. El tamaño de muestra fue de 152 estudiantes de enfermería. Se empleó estadística descriptiva en el análisis de las tablas de frecuencias y la prueba de Monte Carlo para el análisis de asociaciones (valor de p < 0.05). Resultados: Los estudiantes (83.55% femenino) tuvieron una edad media de 26.47 ± 8.47 años. La herramienta digital preferida por los estudiantes fue Kahoot (28.94%), seguido de Quizizz (23.02%) y Genially (13.81%). Para el grupo generacional Z la mejor herramienta fue Quizizz (30.18%), para la Y fue Kahoot (35.22%), y para la X fue Genially (27.27%), p = 0.026 (p < 0.05). Los porcentajes de respuestas correctas en la evaluación de saberes previos fueron Votación de Zoom 61%, Google Forms 77%, Mentimeter 55%, Poll Everywhere 57%, Padlet 48%, Kahoot 55% y Quizizz 87%. Conclusiones: El uso de las herramientas digitales gamificadas en la evaluación de saberes previos de anatomía no varió en el resultado de las respuestas comparado con las no gamificadas, pero sí fueron más motivadoras y fomentaron la competencia entre los estudiantes. Kahoot y Quizizz fueron elegidas como las mejores por los estudiantes, que permitieron analizar las respuestas correctas de los alumnos tanto de forma grupal como individual, así como las respuestas erradas.

show abstract

“…The designed novel teaching model was applied to the nursing department of a university, and a random sample was used to collect nursing learning data from nine students for analysis. The game-based teaching model improved the effectiveness of the nursing learning classroom [13]. Dunbar-Jacob, J. et al reclassified the concept of teaching competencies in nursing by adding the four segments of discovery, teaching, application, and integration to the preparation for teaching Work.…”

Section: Introductionmentioning

confidence: 99%

Exploration of blended teaching and learning of Introduction to Nursing by integrating curricular politics in the Internet era

Liu

2024

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

The article improves the algorithm’s efficiency by constructing a pattern of interest level sequences and a method of calculating the support value using sequences through the knowledge of nursing. The study utilizes the leverage rate to filter valuable data and improves the leverage rate for sequence length, while introducing pruning strategies. The article proposes a TPKCEE teaching model of Civics integration into Introduction to Nursing and analyzes its practical effects. The study results showed that after the education of Civics Integration, the mean value of professional identity of most students in the studied nursing classes was more than 60 points. In the analysis of interest preference, students showed significant interest in “Concepts of Nursing”, especially in the knowledge points related to “Outlook on Life” in the Civics teaching. The TPKCEE blended teaching strategy effectively realizes the integration of Civics and Introduction to Nursing, and helps enhance medical students’ humanities. The TPKCEE blended teaching strategy effectively recognizes the integration of Civics and Introduction to Nursing courses, and helps to improve the humanistic quality of medical students. It provides practical guidance and methods for medical schools to educate in integrating medical technology and humanities, which is of great significance to enhance the comprehensive quality of medical students.

show abstract

Exploring the experience of nursing undergraduates in using gamification teaching mode based on the flow theory in nursing research: A qualitative study

Cited by 14 publications

References 25 publications

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Uso de las herramientas digitales gamificadas en la evaluación de saberes previos de anatomía humana

Exploration of blended teaching and learning of Introduction to Nursing by integrating curricular politics in the Internet era

Contact Info

Product

Resources

About