Cortés-Pérez Irene, Zagalaz-Anula Noelia, López-Ruiz María Del Carmen, Díaz-Fernández Ángeles, Obrero-Gaitán Esteban, Osuna-Pérez María Catalina
Department of Health Sciences, University of Jaen, Campus Las Lagunillas s/n, 23071 Jaen, Spain.
Healthcare (Basel). 2023 Feb 15;11(4):578. doi: 10.3390/healthcare11040578.
is an educational tool allowing teachers to create a series of gamified tests with the aim of reinforcing educational content, thus improving the teaching-learning process. The objective of this project is to evaluate the acquisition of content through gamified tests with and reward cards compared to the traditional teaching methodology (contents not reinforced).
This Physiotherapy Teaching Innovation Project (PTIP) was carried out in four subjects of the Degree in Physiotherapy at the University of Jaén (Spain). The teachers responsible for each subject were instructed in the use of and reward cards. These teachers randomly selected the contents that were going to be reinforced with while the other 50% of the contents would not be reinforced. In the final exam of each subject, the results related to the reinforced contents were compared with those non-reinforced and the degree of satisfaction of the students with the experience was evaluated.
A total of 313 students participated in this PTIP. In all subjects, we determined a significant increase in the number of correct answers in an improvement range from 7% (95% CI 3.85 to 9.38) to more than 20% (95% CI 17.61 to 26.86) in favor of the questions that alluded to reinforced content using compared to the non-reinforced contents. More than 90% of the participants considered the use of useful and motivating. Our findings showed that motivated more than 65% of students to study daily.
The students obtained better academic results in the questions related to contents reinforced with tests through and reward cards compared to those non-reinforced, showing that this methodology can be an effective tool to promote retention and content assimilation.
是一种教育工具，允许教师创建一系列游戏化测试，目的是强化教学内容，从而改善教学过程。本项目的目的是评估通过使用游戏化测试及奖励卡与传统教学方法（内容未强化）相比，学生对内容的掌握情况。
本物理治疗教学创新项目（PTIP）在西班牙哈恩大学物理治疗学位的四个科目中开展。负责每个科目的教师接受了关于使用及奖励卡的指导。这些教师随机选择要用进行强化的内容，而其他50%的内容不进行强化。在每个科目的期末考试中，将与强化内容相关的结果与未强化内容的结果进行比较，并评估学生对该体验的满意度。
共有313名学生参与了本PTIP。在所有科目中，我们确定与未强化内容相比，提及使用强化内容的问题的正确答案数量有显著增加，增幅从7%（95%置信区间3.85至9.38）到超过20%（95%置信区间17.61至26.86）。超过90%的参与者认为使用是有用且有激励作用的。我们的研究结果表明，激励了超过65%的学生每天学习。
与未强化的内容相比，学生在与通过及奖励卡进行测试强化的内容相关的问题上取得了更好的学业成绩，表明这种方法可以成为促进记忆和内容吸收的有效工具。
