Innovative teaching strategies to escape the anxiety in simulation

Parker, Kimberly; Welch, Teresa

doi:10.1016/j.teln.2021.06.005

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…The creation of a gamified environment favoured the activation of students, by designing appropriate and stimulating challenges for students to solve individually or collaboratively (Moura & Santos, 2019;Veldkamp et al, 2020). The gamified experience developed the cognitive, affective and behavioural domains of students, which is in line with the results of other studies (Brady & Andersen, 2021;Chou & Feng, 2019;Parker & Welch, 2021). Throughout the research experience, students experienced a significant development in thinking skills (Anastasiadis et al, 2018;Moura & Santos, 2019) characterized by a high degree of avoidance and absorption in the learning experience, which is consistent with the results presented by Cohen et al (2020), Lopez-Pernas et al (2019) and .…”

Section: Discussionsupporting

confidence: 70%

“…When combining gamification with escape rooms, more interactive and engaging learning experiences can be created. These gamified escape rooms can provide learners with low-cost, secure and high-impact learning environments (Guckian, Eveson, & May, 2020) in which learners can hone their team-building and soft skills (Parker & Welch, 2021) and significantly improve their autonomy, motivation, anxiety management and academic performance (Brady & Andersen, 2021). Moreover, students that experience learning through gamified escape rooms, which encourage the absence of negative effects, demonstrate better teamwork, absorption and commitment as they actively engage themselves in learning and teaching processes (Cohen et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

Sánchez

Λαμπρόπουλος

Belmonte

2022

J. New Approaches Educ. Res.

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Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.

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Section: Discussionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

Sánchez

Λαμπρόπουλος

Belmonte

2022

J. New Approaches Educ. Res.

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“…Aynı zamanda iş birliği yapma, eleştirel düşünme ve ekip çalışması ruhunu oluşturduğu belirlenmiştir (43). Sanal kaçış odaları simülasyon yöntemine entegre edildiğinde ise öğrenenlerin kaygısı azalmakta, öğrenme çıktıları iyileşmekte, hemşire öğreticilerin de anında, yapıcı ve etkin geri bildirim vermesini sağlamakla etkileşimli bir öğrenme süreci gerçekleşmesine ve öğrenenlerin simülasyona alışmasını sağlamaktadır (46). Sanal kaçış odaları Google formlar yardımıyla ücretsiz olarak hazırlanabilmekte ve çeşitli sorular, resimler ve video içerikleri yardımıyla hemşirelik öğrencilerinin klinik karar verme becerilerini arttırmaya yönelik ilgi çekici ve aktif katılımlı bir süreç sunmaktadır (43).…”

Section: Kaçış Odalarıunclassified

Hemşirelik Eğitiminde Kullanılan Güncel Öğretim Yöntem ve Teknikleri

Ergin Doğan,

Aslan

2024

Bingöl Üniversitesi Sağlık Dergisi

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Nursing education includes learning in cognitive, affective and psychomotor areas. Teaching methods and techniques vary in order to achieve target outcomes for each field. In addition, factors such as changing and developing technology, student expectations and needs, patient and family expectations, and the need for nurses equipped with knowledge and skills require the training of nurses who can think critically, solve problems, cooperate and adapt to technology, and constantly renew themselves. For this reason, in undergraduate nursing education, it becomes mandatory to use different teaching methods and techniques in the learning phase, where the student is at the center, active participation is ensured, students develop their thinking skills. The purpose of this review; To examine the current teaching methods and techniques used in undergraduate nursing education by reflecting the difference between method and technique.

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“…Classroom will just be a jail for the student without motivation to learn English. Teachers' strategy in teaching play's crucial part to help the students maximize their result in learning activity (McEnroe-Petitte & Farris, 2020;Parker & Welch, 2021;Yang & Kuo, 2020). Teachers need to consider the various teaching strategies in order to improve the quality of their teaching as well as in motivating the students.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Strategies in ESP Learning Program in Indonesia: A Comparative Study

Suharyanto

2024

jelita

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This research article examines various strategies utilized by English teachers in English for Specific Purposes (ESP) learning programs in Indonesia, focusing on the Social and Science study programs. The study used a qualitative research design to conduct in-depth interviews with 25 English teachers, which aim to investigate and compare the pedagogical approaches used to satisfy the unique linguistic and contextual requirements of these two academic disciplines. Through purposive sampling, English teachers from both Social and Science study programs participate in semi-structured interviews, providing rich insights into their instructional methods. The purpose of the qualitative analysis is to reveal trends, similarities, and differences in the strategies used, providing a detailed understanding of the complexities of ESP teaching methods. The findings reveal illumination on the specific strategies employed by English teachers in the Social and Science study programs, demonstrating how these strategies are shaped by curriculum complexity and the backgrounds of the learners. The comparative study highlights the significance of pedagogical techniques tailored to individual contexts and serves as a basis for making well-informed decisions in curriculum development and teacher training. This study has wider implications for improving English for Specific Purposes (ESP) learning programs in Indonesia and adds to the continuing discussion on effective language teaching. This study also provides helpful recommendations for educators, curriculum developers, and policymakers aiming to enhance language learning experiences in ESP environments.

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Innovative teaching strategies to escape the anxiety in simulation

Cited by 4 publications

References 9 publications

Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

Hemşirelik Eğitiminde Kullanılan Güncel Öğretim Yöntem ve Teknikleri

Teachers’ Strategies in ESP Learning Program in Indonesia: A Comparative Study

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