Simin Dragana, Dolinaj Vladimir, Brkić-Jovanović Nina, Brestovački-Svitlica Branislava, Milutinović Dragana
Faculty of Medicine, Department of Nursing, University of Novi Sad, Novi Sad, Serbia.
Faculty of Medicine, Department of Psychology, University of Novi Sad, Novi Sad, Serbia.
Med Educ Online. 2025 Dec;30(1):2464204. doi: 10.1080/10872981.2025.2464204. Epub 2025 Feb 14.
Educational escape rooms (EERs) are gamified teaching and learning tools increasingly used in nursing education. This study aims to compare undergraduate nursing students' gameful experiences (GEs) across three EER models: face-to-face, hybrid, and online. A cross-sectional study was conducted with 136 first-year students in a Serbian undergraduate nursing programme. All models EERs had the same narrative, which included several topics from the Fundamentals of Nursing course. Face-to-face and hybrid EERs were implemented in faculty skills laboratories, while the online model used the Zoom® platform. Face-to-face EERs were conducted in 2021/2022. and hybrid and online in the 2022/2023 school year. Immediately after the EER activity, the Gameful Experience Scale (GAMEX) assessed students' GE across six dimensions (Enjoyment, Absorption, Creative Thinking, Activation, Absence of Negative Effects and Dominance). All students solved the puzzles in the allotted time and 'escaped from the room.' Median escape time from face-to-face EER was 39.2 (IQR = 2.1), from online 37.4 (IQR = 4.1), and hybrid 37.2 (IQR = 3.5) minutes. By comparing GE students in three EER models, significant differences were found in five dimensions of the GAMEX scale. Students in face-to-face EER enjoyed significantly more ( < 0.001) and thought more creatively ( < 0.001), while the GE of online model students indicated significantly higher levels of activation ( < 0.001), dominance ( < 0.001), and negative effect ( < 0.001). In the face-to-face and hybrid models, students' GE were more moderate in these dimensions. All EER models can generate positive emotions with moderate negative effects, aligning with the goals of EERs as educational games. Further research is needed to identify the most effective EER model for different areas of nursing education.
教育密室逃脱（EERs）是一种游戏化的教学工具，在护理教育中越来越多地被使用。本研究旨在比较本科护理专业学生在三种EER模式下的游戏体验（GEs）：面对面、混合式和在线模式。对塞尔维亚一所本科护理专业的136名一年级学生进行了一项横断面研究。所有模式的EERs都有相同的故事情节，其中包括护理基础课程中的几个主题。面对面和混合式EERs在教师技能实验室实施，而在线模式使用Zoom®平台。面对面EERs在2021/2022年进行。混合式和在线模式在2022/2023学年进行。EER活动结束后，立即使用游戏体验量表（GAMEX）从六个维度（享受、沉浸、创造性思维、激活、无负面影响和主导）评估学生的GE。所有学生都在规定时间内解开谜题并“逃出房间”。面对面EER的平均逃脱时间为39.2分钟（四分位距=2.1），在线模式为37.4分钟（四分位距=4.1），混合式为37.2分钟（四分位距=3.5）。通过比较三种EER模式下学生的GE，发现GAMEX量表的五个维度存在显著差异。面对面EER中的学生享受程度更高（<0.001）且创造性思维更强（<0.001），而在线模式学生的GE表明激活程度（<0.001）、主导程度（<0.001）和负面影响程度（<0.001）显著更高。在面对面和混合式模式中，学生在这些维度上的GE更为适中。所有EER模式都能产生带有适度负面影响的积极情绪，这与EERs作为教育游戏的目标一致。需要进一步研究以确定针对护理教育不同领域最有效的EER模式。
