Game On

Woolwine, Sarah H.; Romp, Celeste R.; Jackson, B S

doi:10.1097/nnd.0000000000000570

Cited by 32 publications

(16 citation statements)

References 7 publications

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“…This activity occurred through a gaming software where nurse managers logged in to the software through their cell phone and selected the team they wanted to join. Gaming is a great teaching method that can engage, motivate, and stimulate learning (Garrison et al, 2021) even in a nondigital setting (Woolwine et al, 2019) and is an increasingly popular instructional strategy (Sarker et al, 2021). Questions were over content covered previously in the educational offering.…”

Section: Methodsmentioning

confidence: 99%

Don’t Forget About Us! Nurse Leaders May Benefit From Orientation Education to Support Their Preceptors and New Hires

Hemann

2021

J Nurses Prof Dev

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Nurse managers play an important role in supporting preceptors and new hires. Unless a nurse manager had previous experience and preparation as a preceptor, they may not fully understand the role nor have the foundational knowledge needed to support preceptors and new hires throughout orientation. Educating nurse managers on preceptor core skills had a positive impact and added value to their practice.

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Section: Methodsmentioning

confidence: 99%

Don’t Forget About Us! Nurse Leaders May Benefit From Orientation Education to Support Their Preceptors and New Hires

Hemann

2021

J Nurses Prof Dev

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“…A Google Scholar search of ‘gamification in education’ generated more than 30 million entries. A growing body of research has documented that gamified learning has the potential to promote motivation and engagement (Chan et al., 2019 ; Facey-Shaw et al., 2017 ), enhance knowledge retention (Harrington & Mellors, 2021 ; Woolwine et al, 2019 ), encourage positive attitudes towards learning (Frącz, 2015 ; Varannai et al, 2017 ), and increase resilience to failure (McGonigal, 2011 ; Nussbaum, 2013 ). Of crucial importance is the clear connection between these positive impacts of gamification and enhanced student learning.…”

Section: Research Purposementioning

confidence: 99%

The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching

Min

Zhou

2023

Educ Inf Technol

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Teachers are gatekeepers of technology integration in the classroom. Pre-service teachers’ attitudes, confidence, and competence in exploring emerging technologies play a critical role in teachers’ adoption of technology in teaching. This study examined the effects of a gamified technology course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching. A sample of pre-service teachers (N = 84) at a Midwestern university in the United States in the academic year of 2021–22 was surveyed. The regression results revealed that the gamified course significantly and positively influenced pre-service teachers’ confidence in using technology in education, intention to adopt gamification, and motivation to explore more emerging technologies for teaching, after controlling for gender. In contrast, gender did not affect pre-service teachers’ confidence, intention, and motivation in integrating technology into instruction after controlling for the gamified course effects. Suggestions on gamifying course design while leveraging quest-based learning and active learning principles to enhance student positive attitudes and motivation to explore technology integration are discussed.

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“…Following the literature [68,69] on the gamification approach being an effective alternative to the conventional approach in training, as a second methodological approach, the study evaluated the possibility of using a gamified application to increase community disaster education. For that, a gamified application called 'STOP Disasters' was used.…”

Section: Gamification In Practicementioning

confidence: 99%

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

2022

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Providing convenient and effective online education is important for the public to be better prepared for disaster events. Nonetheless, the effectiveness of such education is questionable due to the limited use of online tools and platforms, which also results in narrow community outreach. Correspondingly, understanding public perceptions of disaster education methods and experiences for the adoption of novel methods is critical, but this is an understudied area of research. The aim of this study is to understand public perceptions towards online disaster education practices for disaster preparedness and evaluate the effectiveness of the gamification method in increasing public awareness. This study utilizes social media analytics and conducts a gamification exercise. The analysis involved Twitter posts (n = 13,683) related to the 2019–2020 Australian bushfires, and surveyed participants (n = 52) before and after experiencing a gamified application—i.e., STOP Disasters! The results revealed that: (a) The public satisfaction level is relatively low for traditional bushfire disaster education methods; (b) The study participants’ satisfaction level is relatively high for an online gamified application used for disaster education; and (c) The use of virtual and augmented reality was found to be promising for increasing the appeal of gamified applications, along with using a blended traditional and gamified approach.

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Game On

Cited by 32 publications

References 7 publications

Don’t Forget About Us! Nurse Leaders May Benefit From Orientation Education to Support Their Preceptors and New Hires

Don’t Forget About Us! Nurse Leaders May Benefit From Orientation Education to Support Their Preceptors and New Hires

The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

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