Mosalanejad Leili, Abdollahifard Saeed, Abdian Tahereh
Department of Medical Education, Virtual Center, Jahrom University of Medical Sciences, Jahrom, Iran.
Medical Student, Shiraz University of Medical Sciences, Shiraz, Iran.
J Educ Health Promot. 2020 Mar 31;9:68. doi: 10.4103/jehp.jehp_352_19. eCollection 2020.
New gamification technology with a detailed understanding of the goals and prospects, and with the help of game elements and techniques, leads to promotion of motivation and participation, and ultimately behavior change. Therefore, this study aimed to evaluate the implementation of a mental gamification from blended learning based on the flex model and efficacy of this program on students.
In this study, with the design of mental illness lessons for undergraduate and executive groups, using flex model, two parts of technical and educational design were used. In the technical section, three parts on dynamics, mechanisms, and elements of gaming were considered. Intervention was studied on different groups of medical students including medical, health, and laboratory sciences. Effect of this educational program and its impact on their students' learning, motivation, and satisfaction was studied using quantitative and qualitative analyses.
The results of the students' prospective about the efficacy of the method showed that the mean scores of most of the items were higher than the average. This implies that students' attitude toward using gamification was positive. In the other part, the qualitative results of the study were analyzed and the students' analysis of their advantages and disadvantages and their perceptions on the impact of the intervention was examined.
Based on the flex model, mental gamification based on blended learning is effective in shaping the students' satisfaction.
新的游戏化技术在详细了解目标和前景的基础上，借助游戏元素和技巧，能够促进动机和参与度，最终实现行为改变。因此，本研究旨在评估基于灵活模式的混合式学习中精神游戏化的实施情况及其对学生的效果。
在本研究中，为本科组和执行组设计精神疾病课程时，采用灵活模式，运用了技术设计和教育设计两个部分。在技术部分，考虑了游戏的动力学、机制和元素三个方面。对包括医学、健康和实验室科学在内的不同医学生群体进行了干预研究。使用定量和定性分析研究了该教育项目的效果及其对学生学习、动机和满意度的影响。
学生对该方法效果的预期结果表明，大多数项目的平均得分高于平均分。这意味着学生对使用游戏化的态度是积极的。在另一部分中，对研究的定性结果进行了分析，并考察了学生对其优缺点的分析以及他们对干预影响的看法。
基于灵活模式，基于混合式学习的精神游戏化在塑造学生满意度方面是有效的。
