Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos
Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to...
| Authors: | , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | España |
| Institution: | Universidad de Burgos (UBU) |
| Repository: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:riubu.ubu.es:10259/8958 |
| Online Access: | http://hdl.handle.net/10259/8958 |
| Access Level: | Open access |
| Keyword: | Higher Education Mixed methods Self-regulated learning Academic achievement Gamification Nursing Occupational therapy Enseñanza superior Enfermería Formación profesional Education, Higher Professional education |
| Summary: | Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students’ satisfaction with teachers’ performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences. |
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