Hannani Sedigheh, Salehi Mahdieh, Amiri Fardin, Ali Azadi Nemam
Department of Operating Room, School of Allied Medicine, Iran University of Medical Sciences, Tehran, Iran.
Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2024 Jul 1;12(3):189-198. doi: 10.30476/JAMP.2024.101115.1917. eCollection 2024 Jul.
Gamification is an innovative learning approach that, when combined with technology, aligns well with students' preferences. Recognizing the necessity of employing effective educational methods in surgical team training, this study aims to examine the impact of gamification-based educational software on students' learning and motivation in the surgical technology field.
This study was conducted as a quasi-experimental single-group pre-and post-test design in Iran in 2023. The study sample comprised 40 undergraduate students majoring in surgical technology, selected through a census method. The educational software is designed according to the nine principles of the model of Karl Kapp and Sharon Buller, using the mechanics, dynamics and aesthetics (MDA) framework. After implementation, the software's impact on students' learning and motivation was assessed. The students' learning levels before and after using the educational software were evaluated using a multiple-choice test. To measure students' motivation, a researcher-developed questionnaire was utilized. The Shapiro-Wilk test was used to check the normality of the distribution of the studied variables. Through SPSS version 26, descriptive statistics such as frequency, percentage, mean, and standard deviation were analyzed along with inferential statistics, including paired t-tests.
Among the participants, 55% were female, and the sample had a mean age of 22.30±0.99 years. A significant difference was observed between the mean learning scores before and after using the educational software (10.43±4.38 vs. 21±4.11, p < 0.001). The motivation level of the students showed a significant increase.
Based on the results of this study, gamification-based software has led to improved learning and increased motivation among students in surgical technology.
游戏化是一种创新的学习方法，与技术相结合时，很符合学生的喜好。认识到在外科团队培训中采用有效教育方法的必要性，本研究旨在考察基于游戏化的教育软件对外科技术领域学生学习和动机的影响。
本研究于2023年在伊朗采用准实验单组前后测设计进行。研究样本包括40名外科技术专业的本科生，通过普查方法选取。教育软件根据卡尔·卡普和莎伦·布勒模型的九条原则设计，采用机制、动态和美学（MDA）框架。实施后，评估该软件对学生学习和动机的影响。使用多项选择题测试评估学生在使用教育软件前后的学习水平。为衡量学生的动机，使用了研究者编制的问卷。采用夏皮罗-威尔克检验来检验研究变量分布的正态性。通过SPSS 26版，分析了频率、百分比、均值和标准差等描述性统计数据以及包括配对t检验在内的推断性统计数据。
参与者中，55%为女性，样本的平均年龄为22.30±0.99岁。使用教育软件前后的平均学习成绩之间存在显著差异（10.43±4.38对21±4.11，p<0.001）。学生的动机水平显著提高。
基于本研究结果，基于游戏化的软件提高了外科技术专业学生的学习效果并增强了他们的动机。
