Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos

  1. Sáiz-Manzanares, María Consuelo 1
  2. Martin, Caroline Françoise 1
  3. Alonso-Martínez, Laura 1
  4. Almeida, Leandro S. 2
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

Revista:
International Journal of Environmental Research and Public Health

ISSN: 1660-4601,  1661-7827

Ano de publicación: 2021

Volume: 18

Número: 22

Páxinas: 1-18

Tipo: Artigo

DOI: 10.3390/IJERPH182211757 GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: International Journal of Environmental Research and Public Health

Obxectivos de Desenvolvemento Sustentable

Proxectos relacionados

E-orientación en moodle: detección y seguimiento del alumno en riesgo en la universidad.

2019/00186/001

Resumo

Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students’ satisfaction with teachers’ performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences.

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