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.
Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain.
Nurse Educ Today. 2022 Nov;118:105527. doi: 10.1016/j.nedt.2022.105527. Epub 2022 Aug 28.
The circumstances arising from the COVID-19 pandemic have accelerated the use of digital teaching and learning in health professions education. Digital gamification-based teaching and learning activities are innovative and versatile tools for the acquisition of professional competencies in higher education, which can be used on a range of topics and can be supplemental to other teaching methods.
This study aimed to investigate nursing students' gameful experience whilst playing a digital escape room. In addition, we aimed to analyze the students' motivation, learning experience and outcome of the activity, and the students' perception of the degree of achievement of the intended learning outcomes.
Cross-sectional descriptive study.
A total of 136 undergraduate first year student nurses enrolled in a "Fundamentals of Nursing" course.
The digital escape room game took place online during the academic year 2020-2021. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the outcome of the scape room game and the degree of achievement of the intended learning outcomes.
More than 80 % of the participants were moderately to very motivated to play the game. Three GAMEX dimensions achieved a mean score of 3 or above 3, namely Enjoyment, Creative Thinking and Absence of Negative effects. The mean score for each of the outcome variables was over 3. However, the degree of achievement of the learning outcomes after exiting the digital escape room was uneven.
Gamification-based teaching and learning activities, such as digital escape rooms, can be effective in fostering specific skills, including teamwork, communication and critical thinking. However, they should be designed carefully, and used as a complement, rather than a substitute, of other educational activities.
COVID-19 大流行带来的情况加速了医学专业学术领域在教学中对数字教学的使用。基于数字化游戏化的教学活动是高等教育中获取专业能力的创新且多功能工具，可用于一系列主题，并且可以作为其他教学方法的补充。
本研究旨在调查护理学生在玩数字逃生室游戏时的游戏体验。此外，我们旨在分析学生的动机、学习体验和活动结果，以及学生对预期学习成果达成程度的看法。
横断面描述性研究。
共 136 名参加“护理学基础”课程的一年级本科护理学生。
数字逃生室游戏在 2020-2021 学年在线进行。测量工具包括西班牙语版的 GAMEX 量表和一份自我报告问卷，用于评估逃生室游戏的结果和预期学习成果的达成程度。
超过 80%的参与者对玩游戏有中度到非常高的动机。GAMEX 的三个维度（即享受、创造性思维和没有负面影响）的平均得分达到 3 或以上。每个结果变量的平均得分都在 3 以上。然而，从数字逃生室出来后，学习成果的达成程度参差不齐。
基于游戏化的教学活动，如数字逃生室，可以有效地培养特定技能，包括团队合作、沟通和批判性思维。然而，它们应该精心设计，并作为其他教育活动的补充，而不是替代物。
