School of Nursing and Midwifery, University of Plymouth, Plymouth, UK.
Nurs Health Sci. 2010 Mar;12(1):27-32. doi: 10.1111/j.1442-2018.2009.00479.x.
Educational games have been shown to be effective in supporting learning, especially to reinforce knowledge, and students are generally positive about the use of games. The aim of this mixed-methods study that was conducted in the UK was to explore educators' views towards the use of educational games in the health sciences. The data were collected via semistructured interviews with 13 health educators and an online survey that was completed by 97 health educators. Three factors influence the use of classroom games: reflective practice, the impact of games on students, and the impact of logistical factors. Educators assess their own performance and the impact of the games on students when planning their use; however, large classes and the need for preparation time have a negative impact on educators' willingness to use games. Similar constraints might restrict the use of active learning strategies, such as simulation, that are crucial for enabling health professionals to develop competence. These issues require consideration when planning educational methods.
教育游戏已被证明在支持学习方面非常有效，尤其是可以强化知识，并且学生通常对游戏的使用持积极态度。本混合方法研究在英国进行，旨在探讨教育工作者对在健康科学中使用教育游戏的看法。通过对 13 名健康教育者进行半结构化访谈和对 97 名健康教育者进行在线调查收集了数据。有三个因素影响课堂游戏的使用：反思实践、游戏对学生的影响以及后勤因素的影响。教育者在计划使用游戏时会评估自己的表现和游戏对学生的影响；然而，大班和准备时间的需求对教育者使用游戏的意愿产生负面影响。类似的限制因素可能会限制诸如模拟等主动学习策略的使用，这些策略对于使健康专业人员发展能力至关重要。在规划教育方法时，需要考虑这些问题。
