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Mobley A, Chandora A, Woodard S. The impact of gamification and potential of kaizen in radiology education. Clin Imaging 2023; 103:109990. [PMID: 37806099 DOI: 10.1016/j.clinimag.2023.109990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 09/16/2023] [Accepted: 09/19/2023] [Indexed: 10/10/2023]
Abstract
Gamification is an emerging tool in medical education that has been increasingly adopted in the field of radiology. The purpose of this non-systematic review is to explore the use of gamification in medical education with a particular focus on new generations of learners and radiology education. This manuscript begins by examining the effectiveness of gamification in improving learning outcomes in medicine and radiology. Future research recommendations and the potential impact of gamification on new learners are discussed. Finally, this review provides insight into a gaming platform, Kaizen, as a promising approach to enhance education by improving motivation and increasing interest in radiology knowledge.
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Affiliation(s)
- Alisa Mobley
- The University of Alabama at Birmingham Marnix E, Heersink School of Medicine, 1670 University Blvd, Birmingham, AL 35233, USA
| | - Agni Chandora
- Department of Radiologym, Emory University, 1364 Clifton Rd, Atlanta, GA 30322, USA
| | - Stefanie Woodard
- Department of Radiology, The University of Alabama at Birmingham, 1802 6th Avenue South, Birmingham, AL 35233, USA.
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May JE, Anderson E, Clark D, Hull J. Gamification in Biomedical Science Education: The Successful Implementation of Resimion, a Scenario-Based Learning Tool. Br J Biomed Sci 2023; 80:11756. [PMID: 37849690 PMCID: PMC10577182 DOI: 10.3389/bjbs.2023.11756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 09/15/2023] [Indexed: 10/19/2023]
Abstract
Introduction: Scenario-based learning and gamification have many advantages in comparison to traditional didactic teaching methods, including development of many higher-level skills such as analysis and evaluation. It is hoped that these simulations provide a real-world experience in a format accessible to students. Integration of these tools into teaching excelled during the COVID-19 pandemic, an event that completely changed education and initiated the greatest advancement in digital learning to date. We discuss our experiences using Resimion, a novel scenario-based learning tool that was adapted to biomedical science, both for teaching and assessment. Methods: Our cohort included 769 students studying BSc(Hons) Biomedical Science at the University of the West of England from 2020 to 2023. Data was obtained from assessments within four different modules, two at FHEQ level 5 and two at level 6. Students were grouped based on reasonable adjustment (RA) status, including physical issues, specific learning differences and neurodiversity, with differences between student groups and assessment types analysed by ANOVA. Results: Data clearly demonstrate good engagement from students utilising Resimion software, representing 18,436 student interactions in total, across both assessed and non-assessed activities. RAs of any type did not alter submission rates (p = 0.53) or student outcome in any of the assessment types analysed. However, submission rates for Resimion assessments were notably higher than for other assessment types (p = 0.002). Whist outcomes were not significantly different, students with RAs did take significantly longer to complete the Haematology and Transfusion assessments (p = 0.0012). Specifically, neurodiverse students and those with specific learning differences used on average 81% of their allocated time, students with other RAs used 76%, whereas students without RAs used just 56% (p ≤ 0.0001), highlighting the appropriate adjustment of extra time provided for these students. It was further observed that 1.3% of Resimion activities undertaken by students utilised the in-built inclusivity features in the software. Both students with known RAs, and those without, utilised these features, therefore also aiding students without a formal diagnosis. Conclusion: The scenario-based learning tool Resimion was successfully integrated into the teaching of biomedical science and provided an engaging platform for students, with comparable results to other traditional assessment types.
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Affiliation(s)
- Jennifer E. May
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
| | - Elizabeth Anderson
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
| | - Dan Clark
- Resimion Ltd., Bristol, United Kingdom
| | - Jonathon Hull
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
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Effect and feasibility of gamification interventions for improving physical activity and health-related outcomes in cancer survivors: an early systematic review and meta-analysis. Support Care Cancer 2022; 31:92. [PMID: 36585478 DOI: 10.1007/s00520-022-07550-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 12/16/2022] [Indexed: 12/31/2022]
Abstract
BACKGROUND Despite the well-documented advantages of regular physical activity (PA), patients with cancer show suboptimal participation. By using game design elements, gamification could be used to motivate individuals to engage in PA. It has been demonstrated that gamification interventions positively affect children, adolescents and older adults in health-related contexts. There are, however, inconsistent findings regarding the impact of gamification interventions on cancer survivors' PA and health-related outcomes, according to the literature. OBJECTIVES The aim of this study is to examine the effectiveness and feasibility of gamification interventions for improving PA and health-related outcomes among cancer survivors. METHODS A systematic review and meta-analysis were conducted following the Cochrane Handbook and PRISMA guidelines. Eight English databases and three Chinese databases were searched to identify eligible articles from inception to February 2022. Two reviewers independently performed the literature screening and data extraction. The Cochrane Risk of Bias tool was used to assess the risk of bias. The Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) Working Group levels of evidence was used to evaluate the certainty of the findings. RESULTS Ten randomised controlled trials (RCTs) published between 2014 and 2022 were included. The meta-analysis revealed no significant differences in the step counts and for moderate to vigorous PA, and the certainty of the findings was very low, according to GRADE. Meta-analysis for most outcomes could not be performed owing to the fewer included studies and significant heterogeneity. Most studies reported positive effects in improving moderate PA, sedentary behaviour, fatigue and at least one domain of quality of life. This review proved that gamified interactions are associated with low adverse event rates. CONCLUSION Gamification interventions could be a feasible way to promote the adoption of mobile health (mHealth) technology in patients with cancer. Individual studies have demonstrated some positive effects of gamification interventions on PA and health-related outcomes. However, limited studies, small sample sizes and methodological heterogeneity weaken the evidence. Larger, well-designed RCTs are required to confirm the impact of gamification interventions on PA and health-related outcomes in cancer survivors.
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Utilizing educational technology in enhancing undergraduate nursing students' engagement and motivation: A scoping review. J Prof Nurs 2022; 42:262-275. [DOI: 10.1016/j.profnurs.2022.07.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 07/17/2022] [Accepted: 07/21/2022] [Indexed: 11/19/2022]
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Kuruca Ozdemir E, Dinc L. Game-based learning in undergraduate nursing education: A systematic review of mixed-method studies. Nurse Educ Pract 2022; 62:103375. [PMID: 35749962 DOI: 10.1016/j.nepr.2022.103375] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 05/16/2022] [Accepted: 05/30/2022] [Indexed: 11/25/2022]
Abstract
AIM To investigate game-based learning in nursing education and summarize findings of its impact on nursing students' learning outcomes. BACKGROUND Nurses are the first point of contact for care and make up the largest proportion of the global health workforce. To respond effectively to the care needs of the population, nurses need to be adequately trained during their professional education. Game-based learning is increasingly becoming a strategy to complement simulation strategies in nursing education. DESIGN A systematic review of mixed-methods studies. METHODS A search was conducted in the electronic databases Medline, PubMed, Science Direct, Scopus and Web of Science. Quantitative, qualitative and mixed methods studies on nurse education published in English between 2000 and 2020 were considered. The Mixed Methods Assessment Tool was used for quality assessment. Data abstraction and synthesis was performed using a data extraction form. RESULTS A total of 46 studies from the 15 countries were included. The included studies were eight quantitative randomized controlled trials, 12 quantitative non-randomized controlled trials, 15 quantitative descriptive, five qualitative and six mixed methods studies. The results showed that game-based learning was used for many different courses or content in nursing education. Simulation games were the most used game type. Game-based learning facilitated the achievement of learning outcomes primarily in the cognitive domain. Some gamification elements and design-related aspects of game-based environments were evaluated as positive and negative. Game-based learning is a useful approach to assessing learning outcomes in only three studies. CONCLUSION Game-based learning is a useful method to achieve learning outcomes mainly in the cognitive domain, with some positive and negative aspects. Further research should investigate the effects of games on affective and behavioral learning outcomes, as well as the use of games to assess learning outcomes. Potential limitations of this review are that some studies could not be identified because of access issues and that some studies included participants other than nursing students.
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Affiliation(s)
| | - Leyla Dinc
- Faculty of Nursing, Hacettepe University, Ankara, Turkey.
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Walker J, Heudebert JP, Patel M, Cleveland JD, Westfall AO, Dempsey DM, Guzman A, Zinski A, Agarwal M, Long D, Willig J, Lee R. Leveraging Technology and Gamification to Engage Learners in a Microbiology Curriculum in Undergraduate Medical Education. MEDICAL SCIENCE EDUCATOR 2022; 32:649-655. [PMID: 35531347 PMCID: PMC9066992 DOI: 10.1007/s40670-022-01552-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/12/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Microbiology is a critical and expansive topic that many medical schools' curriculum must teach in a constrained time frame. We implemented a microbiology question bank smart phone app enhanced with game elements and clinical pearls during a microbiology course for first-year medical students. We hypothesized that these enhancements and clinical pearls would engage the students meaningfully and increase their knowledge base. METHODS Though use was optional, students' game play was recorded through the app, which was compared to test grades retrospectively. A player efficiency rating (PER) was calculated as a function of question response, accuracy, and engagement. Students were separated into tertiles of PER and median exam grades were compared using a non-parametric Kruskal-Wallis (KW) test. An anonymous satisfaction and usability feedback survey was also administered. RESULTS One hundred eighty-one of the 189 students (96%) answered at least one question, and 165 (87%) completed all 56 questions. The average PER was 84.75. We received feedback surveys from 61 (34%) students in the course, with positive responses regarding the perceived impact on learning microbiology. The KW test found a positive correlation for median exam scores of the player groups when divided into tertiles by PER (p = 0.0002). CONCLUSIONS We leveraged gamification and clinical pearls to design a supplemental microbiology question bank. We found high engagement overall and higher class exam scores associated with greater use of the question bank.
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Affiliation(s)
- Jeremey Walker
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | | | - Mukesh Patel
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
- Birmingham Veterans Affairs Medical Center, Birmingham, USA
| | - John D. Cleveland
- Department of Biostatistics, University of Alabama at Birmingham, Birmingham, USA
| | - Andrew O. Westfall
- Department of Biostatistics, University of Alabama at Birmingham, Birmingham, USA
| | - Donald M. Dempsey
- Department of Microbiology, University of Alabama at Birmingham, Birmingham, USA
| | - Alfredo Guzman
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | - Anne Zinski
- Department of Medical Education, University of Alabama School of Medicine, Birmingham, USA
| | - Monica Agarwal
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | - Dustin Long
- Department of Biostatistics, University of Alabama at Birmingham, Birmingham, USA
| | - James Willig
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | - Rachael Lee
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
- Birmingham Veterans Affairs Medical Center, Birmingham, USA
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Gamification and education: A pragmatic approach with two examples of implementation. J Clin Transl Sci 2021; 5:e181. [PMID: 34849256 PMCID: PMC8596077 DOI: 10.1017/cts.2021.806] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Revised: 06/13/2021] [Accepted: 06/15/2021] [Indexed: 11/07/2022] Open
Abstract
Leveraging elements of game design and theories of human motivation, gamification provides a variety of techniques to engage learners in novel ways. Our Clinical and Translational Science Award created the software platform (Kaizen-Education©) to deliver gamified educational content in 2012. Here, we explore two novel use cases of this platform to provide practical insights for leveraging these methods in educational settings: (1) national training in rigor, reproducibility, and transparency and (2) attainment of learner competency (n = 7) as a gauge of curricular effectiveness across Master of Public Health degree tracks (n = 5). Data were captured in real time during player interaction with Kaizen-Education© to provide descriptive analyses of player engagement in both implementation examples. We then assessed item analysis to assess knowledge gain and competency attainment. We have just begun to leverage the potential for gamification to engage learners, enhance knowledge acquisition, and document completion of training, across various learning environments. We encourage a systematic approach to gamification applying insights from self-determination theory to learners and learning environments, a methodical approach to game design and rigorous analysis after implementation to generate evidence-based insights to maximize educational return for time invested.
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Gamification for the Improvement of Diet, Nutritional Habits, and Body Composition in Children and Adolescents: A Systematic Review and Meta-Analysis. Nutrients 2021; 13:nu13072478. [PMID: 34371989 PMCID: PMC8308535 DOI: 10.3390/nu13072478] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Revised: 06/29/2021] [Accepted: 07/18/2021] [Indexed: 12/21/2022] Open
Abstract
Currently, one of the main public health problems among children and adolescents is poor adherence to healthy habits, leading to increasingly high rates of obesity and the comorbidities that accompany obesity. Early interventions are necessary, and among them, the use of gamification can be an effective method. The objective was to analyse the effect of game-based interventions (gamification) for improving nutritional habits, knowledge, and changes in body composition. A systematic review and meta-analysis were performed in CINAHL, EMBASE, LILACS, MEDLINE, SciELO, and Scopus databases, following the PRISMA recommendations. There was no restriction by year of publication or language. Only randomized controlled trials were included. Twenty-three articles were found. After the intervention, the consumption of fruit and vegetables increased, as well as the knowledge on healthy food groups. The means difference showed a higher nutritional knowledge score in the intervention group 95% CI 0.88 (0.05–1.75). No significant effect of gamification was found for body mass index z-score. Gamification could be an effective method to improve nutritional knowledge about healthier nutritional habits. Promoting the development of effective educational tools to support learning related to nutrition is necessary in order to avoid and prevent chronic diseases.
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Peng LH, Bai MH. How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study. JMIR Serious Games 2021; 9:e26216. [PMID: 33737262 PMCID: PMC8025917 DOI: 10.2196/26216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 01/27/2021] [Accepted: 03/13/2021] [Indexed: 11/18/2022] Open
Abstract
Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.
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Affiliation(s)
- Li-Hsun Peng
- Department of Creative Design, National Yunlin University of Science and Technology, Douliou, Yunlin, Taiwan
| | - Ming-Han Bai
- Graduate School of Design, National Yunlin University of Science and Technology, Douliou, Yunlin, Taiwan
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Sarker U, Kanuka H, Norris C, Raymond C, Yonge O, Davidson S. Gamification in nursing literature: an integrative review. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0081. [PMID: 33725752 DOI: 10.1515/ijnes-2020-0081] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 03/04/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Gamification is an increasingly popular instructional strategy in nursing. The purpose of this integrative review is to explore gamification as it has been applied in nursing literature. This integrative review seeks to ask the question - What aspects of gamification have been explored in nursing literature and what aspects require further exploration? METHOD Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Methodological Issues in Nursing Research, 52(5), 546-553 integrative review framework guided this review. Seventeen articles were reviewed and a quality appraisal tool (developed by Hawker, S., Payne, S., Kerr, C., Hardey, M., & Powell, J. (2002). Appraising the evidence: Reviewing disparate data systematically. Qualitative Health Research, 12(9), 1284-1299) was also used to evaluate the articles. RESULTS Following the data analysis stage outlined in Whittemore and Knafl's integrative review framework, six themes emerged: construct conceptualization; relationship between engagement, satisfaction, and knowledge retention; knowledge translation, motivation, role of technology, and gamification elements. CONCLUSION Gamification is of interest to the nursing profession. More study is needed to better ascertain the relationship between gamification and several of the main themes identified in this review.
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Affiliation(s)
- Upinder Sarker
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Heather Kanuka
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Colleen Norris
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Christy Raymond
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Olive Yonge
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Sandra Davidson
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
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Grech J, Grech J. Nursing students' evaluation of a gamified public health educational webinar: A comparative pilot study. Nurs Open 2021; 8:1812-1821. [PMID: 33675289 PMCID: PMC8186683 DOI: 10.1002/nop2.826] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Revised: 12/09/2020] [Accepted: 01/29/2021] [Indexed: 11/06/2022] Open
Abstract
AIM To compare undergraduate nursing students' evaluations of a gamified educational webinar to a non-gamified version. Both webinars covered the topic "Determinants of health," part of public health education. DESIGN A post-test evaluation design with a comparison group, and an additional qualitative component. METHODS First-year students reading for a Bachelor of Science in Nursing at the Malta College of Arts, Science and Technology were randomly allocated into two classes of 26 students each, and to the gamified and non-gamified webinars. The revised "Students Evaluations of Educational Quality" questionnaire was sent to all participants. Participants were also asked to provide comments on their learning experience. RESULTS A total of 40 participants who attended the gamified and non-gamified webinars completed the questionnaire. Educational quality was perceived as "good" to "very good," in both groups. Most participants in the gamified webinar group remarked that gamification helped to increase their engagement and interaction.
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Affiliation(s)
- Joseph Grech
- Institute of Applied Sciences, Malta College of Arts, Science and Technology (MCAST), Paola, Malta
| | - Jessica Grech
- Social Determinants of Health Unit, Department of Health Regulation (Office of the Superintendence of Public Health), Pieta', Malta
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Creating and testing a GCP game in an asynchronous course environment: The game and future plans. J Clin Transl Sci 2020; 4:36-42. [PMID: 32257409 PMCID: PMC7103470 DOI: 10.1017/cts.2019.423] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2019] [Revised: 09/18/2019] [Accepted: 09/23/2019] [Indexed: 11/20/2022] Open
Abstract
Introduction: The National Institute of Health has mandated good clinical practice (GCP) training for all clinical research investigators and professionals. We developed a GCP game using the Kaizen-Education platform. The GCP Kaizen game was designed to help clinical research professionals immerse themselves into applying International Conference on Harmonization GCP (R2) guidelines in the clinical research setting through case-based questions. Methods: Students were invited to participate in the GCP Kaizen game as part of their 100% online academic Masters during the Spring 2019 semester. The structure of the game consisted of 75 original multiple choice and 25 repeated questions stemming from fictitious vignettes that were distributed across 10 weeks. Each question presented a teachable rationale after the answers were submitted. At the end of the game, a satisfaction survey was issued to collect player satisfaction data on the game platform, content, experience as well as perceptions of GCP learning and future GCP concept application. Results: There were 71 total players who participated and answered at least one question. Of those, 53 (75%) answered all 100 questions. The game had a high Cronbach’s alpha, and item analyses provided information on question quality, thus assisting us in future quality edits before re-testing and wider dissemination. Conclusions: The GCP Kaizen game provides an alternative method for mandated GCP training using principles of gamification. It proved to be a reliable and an effective educational method with high player satisfaction.
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García-Viola A, Garrido-Molina JM, Márquez-Hernández VV, Granados-Gámez G, Aguilera-Manrique G, Gutiérrez-Puertas L. The Influence of Gamification on Decision Making in Nursing Students. J Nurs Educ 2019; 58:718-722. [DOI: 10.3928/01484834-20191120-07] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Accepted: 09/04/2019] [Indexed: 11/20/2022]
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Talley MH, Ogle N, Wingo N, Roche C, Willig J. Kaizen: Interactive Gaming for Diabetes Patient Education. Games Health J 2019; 8:423-431. [PMID: 31769723 DOI: 10.1089/g4h.2018.0107] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
Objective: An estimated 100 million Americans have diabetes, undiagnosed diabetes, a high risk of being diagnosed with diabetes, or prediabetes. Many complications can arise if diabetes is poorly managed. Hence, the need for adequate knowledge, skills, and ability to care for oneself, known as diabetes self-care management, is needed to reduce complication rates. We used an interactive platform that incorporates principles of gamification to enhance user engagement to enhance diabetes knowledge. The purpose of this descriptive pilot study was to discover what adult patients with diabetes thought about this novel educational approach to diabetes education. Materials and Methods: We collected focus group data from participants at a diabetes clinic after they played an interactive diabetes trivia game, on our software platform (Kaizen Education). Transcripts were coded and common themes were identified. Results: We conducted 9 focus groups that included 33 adult (age >18) participants who had diabetes. An overarching theme of play/gaming as a form of learning was apparent, and after analyzing the coding several themes emerged, including preferences and desired environments (clinic and home) for learning, desired players (including family, significant others), and a good balance of question difficulty. Conclusions: Participants were overwhelmingly positive about gamified education and felt empowered to lead discussions with their health care providers about diabetes self-care education, in a sense "flipping" the traditional clinic patient education paradigm. These results suggested that a flipped clinic approach could be beneficial, empowering, and engaging for patients.
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Affiliation(s)
- Michele H Talley
- University of Alabama at Birmingham (UAB) School of Nursing, Birmingham, Alabama
| | - Nicole Ogle
- University of Alabama at Birmingham (UAB) School of Nursing, Birmingham, Alabama
| | - Nancy Wingo
- University of Alabama at Birmingham (UAB) School of Nursing, Birmingham, Alabama
| | - Cathy Roche
- University of Alabama at Birmingham (UAB) School of Nursing, Birmingham, Alabama
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Wingo NP, Roche CC, Baker N, Dunn D, Jennings M, Pair L, Somerall D, Somerall WE, White T, Willig JH. "Playing for Bragging Rights": A Qualitative Study of Students' Perceptions of Gamification. J Nurs Educ 2019; 58:79-85. [PMID: 30721307 DOI: 10.3928/01484834-20190122-04] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2018] [Accepted: 09/19/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nursing faculty sought to promote students' engagement with course material and their peers by using Kaizen, an online educational game. The purpose of this qualitative study was to learn more about nursing students' perceptions of team competition in an educational game and whether the game promoted their engagement with educational material in one fundamental nursing course. METHOD Qualitative data collection included focus groups, observations of students, documents showing leaderboards and game participation, and "status of competition" e-mails. Data were transcribed and coded to determine emerging themes. RESULTS Four themes emerged from data analysis: learning in teams, motivators to play, learning course content, and suggestions for game improvement. CONCLUSION Students were overwhelmingly positive about using a gamified platform for its educational rewards. They perceived that playing the game increased their knowledge retention, and they believed it helped them improve their test-taking skills. [J Nurs Educ. 2019;58(2):79-85.].
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