Ana Anguas-Gracia1, Ana B Subirón-Valera2, Isabel Antón-Solanas3, Beatriz Rodríguez-Roca4, Pedro J Satústegui-Dordá5, Fernando Urcola-Pardo6. 1. Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Safety and Care (GIISA0021), Institute of Research of Aragón, Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain. Electronic address: aanguas@unizar.es. 2. Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain. Electronic address: subiron@unizar.es. 3. Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Nursing Research in Primary Care in Aragón (GENIAPA) (GIIS094), Institute of Research of Aragón, Zaragoza, Spain. Electronic address: ianton@unizar.es. 4. Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain. Electronic address: brodriguez@unizar.es. 5. Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain. Electronic address: pjsd@unizar.es. 6. Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain. Electronic address: furcola@unizar.es.
Abstract
BACKGROUND: The integration of innovative strategies to teaching and learning in higher education, such as escape room games, can enhance the acquisition of key professional competencies including communication, teamwork and critical thinking. OBJECTIVES: This study aimed to evaluate undergraduate student nurses' gameful experience while playing an escape room game as part of a nursing course. DESIGN: Cross-sectional descriptive study. PARTICIPANTS: A total of 126 third year student nurses enrolled in the "Community Health Nursing II" course. METHOD: The escape room game took place in a classroom at the Faculty of Health Ciences. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the student's outcome of scape room game immediately after the end of the activity. RESULTS: The vast majority (99.21%) considered the escape room game to be an appropriate and an innovative teaching and learning strategy. The mean score for each of the GAMEX dimensions was over 3, with the exception of Absence of negative effects. Our results suggest that the students enjoyed playing the game (mean = 4.40; SD = 0.71), that escape room games should be integrated in nursing courses (mean = 4.54; SD = 0.74) and that playing the game increased their motivation for learning (mean = 3.06; SD = 1.09). Gender differences were observed in the GAMEX Dominance dimension (p < 0.005). CONCLUSION: Gamification in general, and escape rooms in particular, have proven to be a valid tool for the acquisition of professional competencies in higher education.
BACKGROUND: The integration of innovative strategies to teaching and learning in higher education, such as escape room games, can enhance the acquisition of key professional competencies including communication, teamwork and critical thinking. OBJECTIVES: This study aimed to evaluate undergraduate student nurses' gameful experience while playing an escape room game as part of a nursing course. DESIGN: Cross-sectional descriptive study. PARTICIPANTS: A total of 126 third year student nurses enrolled in the "Community Health Nursing II" course. METHOD: The escape room game took place in a classroom at the Faculty of Health Ciences. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the student's outcome of scape room game immediately after the end of the activity. RESULTS: The vast majority (99.21%) considered the escape room game to be an appropriate and an innovative teaching and learning strategy. The mean score for each of the GAMEX dimensions was over 3, with the exception of Absence of negative effects. Our results suggest that the students enjoyed playing the game (mean = 4.40; SD = 0.71), that escape room games should be integrated in nursing courses (mean = 4.54; SD = 0.74) and that playing the game increased their motivation for learning (mean = 3.06; SD = 1.09). Gender differences were observed in the GAMEX Dominance dimension (p < 0.005). CONCLUSION: Gamification in general, and escape rooms in particular, have proven to be a valid tool for the acquisition of professional competencies in higher education.
Authors: Ana Manzano-León; José Manuel Aguilar-Parra; Javier Rodríguez-Moreno; Ana María Ortiz-Colón Journal: Int J Environ Res Public Health Date: 2022-06-29 Impact factor: 4.614
Authors: Guadalupe Molina-Torres; Irene Sandoval-Hernández; Carmen Ropero-Padilla; Miguel Rodriguez-Arrastia; Jesús Martínez-Cal; Manuel Gonzalez-Sanchez Journal: Int J Environ Res Public Health Date: 2021-12-03 Impact factor: 3.390
Authors: María Consuelo Sáiz-Manzanares; Caroline Françoise Martin; Laura Alonso-Martínez; Leandro S Almeida Journal: Int J Environ Res Public Health Date: 2021-11-09 Impact factor: 3.390