Impact of educational games on academic outcomes of students in the Degree in Nursing

Abstract

Objective The aim of using the game-based tool Kahoot! was to evaluate and reinforce the contents taught in the subject of Management and Administration of Nursing, Ethics and Health Legislation Services included in the Degree in Nursing, during the 2016–2017 academic year. Methods A prospective quasi-experimental study was carried out on a sample of 116 students. 10 multiple-choice questions were designed, with only one possible correct answer and a 20-second-limited response time for each of the questions. Four of these questions previously answered in the classroom using this game were chosen (20% of the exam). Each one of them corresponded to one unit of the topics taught in the subject. In order to participate in the educational game, students needed their smartphones or electronic devices. After completing the game, the students’ satisfaction level derived from its use was assessed. Results The correct answer rate in the educational game was greater than 50% for all questions except for one, in which the rate was 28.8% (P<0.05). Response time as related to score presented statistically significant differences, and higher scores for those questions with lower response time (P<0.001). The questions included in the final test which had been previously answered using Kahoot! showed a significantly higher difficulty index than the rest of the final exam questions (P<0.05). Question 3 was the easiest, while being the one in which the highest-scoring students obtained more wrong answers. For the students this tool was easy to use (89.6%) and they positively valued the content acquisition and comprehension, as well as the teacher-student interaction (P<0.05). Conclusion The implementation of educational games which consider response time and correct answers favors competitiveness and motivates students to actively participate in their learning process.

<p>Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching</p>

“…for teaching, learning, and assessment in school and university as well in medical education. 20,[25][26][27][28][29][30][31][32][33] Accordingly, the key messages of these published articles is that (i) Kahoot! web-based interactive gaming is mostly perceived as a valuable active learning strategy for different subjects by the students, that (ii) Kahoot!…”

“…scoring improvement and the time to respond could demonstrate improvements in the understanding, progression, and knowledge increase of medical students. 27,28 Statistical Method to Analyze Results…”

“…This formative assessment is in harmony with previous studies underlining the students ´ acceptance of gaming tools for medical education in addition to classical educational methods. 14,20,27 Based on the feedback provided through the questionnaire, the students generally support to integrate Kahoot! in medical (pathology) education.…”

What’s Your Diagnosis? A Rapid Inquiry–Based Game To Differentiate and Review Medically Important Microbes

“…The ability to conduct the process of scientific inquiry, that is, formulating and testing hypotheses and evaluating the data to refine understanding, is considered one of the core competencies across scientific disciplines (1)(2)(3). There is ample evidence in the literature showing that games and active learning can simulate real-world problems and engage students, promoting critical thinking and application (4)(5)(6)(7)(8).…”

Gamified-Assessment For Learning Indonesian as A Foreign Language: Heuristic Evaluation Approach

“…The motion-based interface can increase spatial presence thatlearners' enjoyment is a meaningful predictor(Shafer et al, 2011). argument towards the favour of competitiveness(Castro et al, 2019).However, the response time and numbers of correct answers are considered to stand students' motivations in actively participating in their learning process. Furthermore, some educational items are relatively supported by participants with weight agreement (i.e., cultural literacy, active learning, cognitive workload, and transparency), so are game setting items such as automation and interaction.…”