Factor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review

Q3 Nursing
J. An
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Abstract

Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research.Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021.Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners’ experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes.Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain.
游戏化护理教育中影响学习结果的因素:范围回顾
目的:探讨游戏化对护理教育学习效果的研究趋势,为今后的研究提供方向。方法:根据乔安娜布里格斯研究所的指南进行范围审查。文献检索日期为2021年2月1日。结果:纳入32项研究。定量描述性研究占比最大,包括定性混合方法(34.4%)。将游戏化应用于实践课的研究(53.1%)多于应用于理论课的研究。最常使用的是虚拟模拟游戏(37.9%)和简单问答游戏(34.4%)。常用的游戏化元素包括分数/点数、反馈、徽章、倒计时、挑战、竞争和关卡。关于游戏化对学习的影响,出现了两个主题:认知、情感和精神运动子主题的学习者体验和成就结果。使用游戏化的护理教育提高了参与、动机和学习成绩。然而,与认知结果相比,情感和精神运动结果的证据较少。结论:如果教育者有足够的理解和准备,并将适当的游戏化元素应用于护理教育中,游戏化是一种有效的教育策略。认知领域的知识保留,情感领域的协作和共情,以及精神运动领域的新技术对护理技能提高的影响有待进一步研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
0.80
自引率
0.00%
发文量
35
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