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Effect of online gamification on learning lung diseases and self-efficacy (Policy Brief)
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Fatemeh Najafi1    , Mosayeb Mozafari1 , Masoumeh Shohani1 , Maryam Pakseresht1 , Fakhreddin Taghynezhad1 , Reza Pakzad2 , Amirreza Bazhdan3 , Ali Reza Vasiee * 4 |
1- Dept of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran & Dept of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran
2- Dept of Epidemiology, Faculty of Health, Ilam University of Medical Sciences, Ilam, Iran & Dept of Epidemiology, Faculty of Health, Ilam University of Medical Sciences, Ilam, Iran
3- Student Research Committee, Dept of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran & Student Research Committee, Dept of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran
4- Dept of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran & Dept of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran , rezawest10@gmail.com |
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Abstract: (129 Views) |
Introduction: Diagnosing and performing timely care treatment in lung diseases is one of the most important ways to save the patient's life. Therefore, the current study was conducted with the aim of investigating the effect of online gamification on learning lung diseases, lung sounds and self-efficacy in nursing students.
Materials & Methods: The present study was conducted quasi-experimentally on 68 nursing students of the sixth semester with available sampling method and random assignment to control and intervention groups. During three weekly sessions, the participants of the intervention group received diseases and lung sounds in the form of training on the Storyline platform and gamification in the Kahoot software, and the control group received the same content in the form of lectures by the same lecturer. Questionnaires of demographic information, learning assessment and self-efficacy were completed before and two weeks after the end of the intervention and the data were analyzed using descriptive and inferential statistical tests in SPSS V.26.
Results: Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of learning assessment scores in the intervention group compared to the control group and Also, the self-efficacy scores in the intervention group compared to the control group were statistically significantly different.
Conclusion: Playing online gamification improves the learning of diseases, lung sounds and self-efficacy in nursing students. It is suggested to use this method to learn practical and theoretical lessons.
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| Keywords: Gamification, Online, Lung diseases, Lung sounds, Self-efficacy |
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Full-Text [PDF 564 kb]
(82 Downloads)
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Type of Study: Applicable |
Subject:
nurse
Received: 2024/08/26 | Accepted: 2024/09/29 | Published: 2024/12/5
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Ethics code: IR.MEDILAM.REC.1402.158
Najafi F, Mozafari M, Shohani M, Pakseresht M, Taghynezhad F, Pakzad R, et al . Effect of online gamification on learning lung diseases and self-efficacy (Policy Brief). J. Ilam Uni. Med. Sci. 2024; 32 (5) :136-143 URL: http://sjimu.medilam.ac.ir/article-1-8392-en.html
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