Abstract
ObjectiveThe aim of using the game-based tool Kahoot! was to evaluate and reinforce the contents taught in the subject of Management and Administration of Nursing, Ethics and Health Legislation Services included in the Degree in Nursing, during the 2016–2017 academic year.MethodsA prospective quasi-experimental study was carried out on a sample of 116 students. 10 multiple-choice questions were designed, with only one possible correct answer and a 20-second-limited response time for each of the questions. Four of these questions previously answered in the classroom using this game were chosen (20% of the exam). Each one of them corresponded to one unit of the topics taught in the subject.In order to participate in the educational game, students needed their smartphones or electronic devices. After completing the game, the students’ satisfaction level derived from its use was assessed.ResultsThe correct answer rate in the educational game was greater than 50% for all questions except for one, in which the rate was 28.8% (P<0.05). Response time as related to score presented statistically significant differences, and higher scores for those questions with lower response time (P<0.001).The questions included in the final test which had been previously answered using Kahoot! showed a significantly higher difficulty index than the rest of the final exam questions (P<0.05). Question 3 was the easiest, while being the one in which the highest-scoring students obtained more wrong answers.For the students this tool was easy to use (89.6%) and they positively valued the content acquisition and comprehension, as well as the teacher-student interaction (P<0.05).ConclusionThe implementation of educational games which consider response time and correct answers favors competitiveness and motivates students to actively participate in their learning process.
Highlights
The use of simulation games for the Degree in Nursing is increasingly common
The correct answer rate in the educational game was greater than 50% for all questions except for one, in which the rate was 28.8% (P
The implementation of educational games which consider response time and correct answers favors competitiveness and motivates students to actively participate in their learning process
Summary
The use of simulation games for the Degree in Nursing is increasingly common. Its usage aims to promote learning, self-efficacy and confidence in clinical situations, as well as to help students to acquire skills in empathy, critical thinking, patient safety, and clinical practice [1,2,3,4,5].Students’ learning needs have varied due to the influence of new technologies [6], with games being a feasible option for getting the attention of students while achieving a deep learning of information [7], mainly through lab simulations or virtual serious games [8].The use of multimedia resources is presented to teachers as an opportunity to gain motivation-based learning [9], fun [10], repetition-based learning, experience and reflection [11]. Some studies have detected the need to improve the academic learning environment [14], which is often oriented towards the technical and rational side of the profession more than to the teaching of professional care This situation is sometimes hindered by an increase in the number of students and by the lack of resources [15]. Debates, brainstorming, group discussions and open questions represent some of the interactive methods that can be included in the educational practice so as to promote learning [17] Another interesting measure would be the creation of small work groups, in which a guided learning oriented to specific needs could be developed [18]
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