Pretest-posttest Single Group Research Articles

Evaluation of Smiles for Life: A Caregiver Focused Oral Health Education Programme

Background: People with an intellectual and/or developmental disability are at increased risk of adverse oral health outcomes and often require support from caregivers to assist in maintaining or seeking treatment for their oral health needs. However, caregivers and support workers are often family members with limited formal oral health training. Hence, the aim of this pilot study was to review the outcomes of the ‘Smiles for Life’ oral health education workshop with reference to their knowledge, attitudes, and practices of caregivers of people with an intellectual or developmental disability. Methods: A single group pre-test post-test intervention design was used to explore the preliminary effectiveness and appropriateness of the Smiles for Life oral health education workshop. Results: A total of 244 participants completed both the pre and post knowledge test. Oral health literacy scores decreased following the post test. Those with higher levels of education achieved higher post-training knowledge scores. Overall, caregivers reported satisfaction on the material presented however, it could be improved with more practical demonstrations. Conclusion: Providing an oral health education tool that caters to the diverse caregiver audience presents a unique set of challenges, despite oral health education in this professional group being vital. Future studies may benefit from reviewing the efficacy of a more tailored educational intervention.

The Compassionate Arts Psychotherapy Program: Benefits of a Compassionate Arts Media Continuum

The Compassionate Arts Psychotherapy (CAP) program integrates self-compassion and arts psychotherapy practices, which are informed by a compassionate arts media (CAM) continuum. A mixed methods pilot program evaluation with a pretest-posttest single group design, followed by an open-ended survey, was conducted. Participants included 18 graduate students who engaged in ten 2.5-hour meetings, over the course of two weekends. Results showed statistically significant increases in self-compassion, and cognitive and affective mindfulness over time and at two-week follow-up. Qualitatively, participants reported positive gains, specifically: openness to new experiences, here-and-now mindful awareness, and self-compassion. These results suggest the clinical utility of CAP and provide novel perspectives on the directionality of the traditional art therapy media continuum.

It's Not Just about Bicycle Riding: Sensory-Motor, Social and Emotional Benefits for Children with and without Developmental Disabilities.

Background: A developing area for therapy is teaching children to ride a bicycle. Little has been written about the effectiveness of these programs. This study explored outcomes from participation in a novel bicycle riding program for children with a wide array of developmental challenges. Method: Two studies were conducted; a nonconcurrent, multiple baseline design with four participants and a pretest–posttest single group with 15 children. Results: Study 1 participants improved on broad jump. Balance positions showed variable responses. Study 2 participants showed significant improvement on broad jump, and a trend toward significance walking forwards and backwards. Parents reported improvement in following rules, participating in daily routines, interacting with peers, and feeling good about him/herself and a change in child’s participation in community and extracurricular activities. All children improved in glide time or achieved independent riding. Conclusions: Preliminary evidence was found for the effectiveness of one approach for developing motor and social skills within the context of learning to ride a bicycle. Children over the age of 6 years were able to ride a two-wheeled bicycle at the end of the program. Participation suggested improvement in motor coordination and dynamic balance as well as changes in measures of social interaction and self-esteem.

Effect of a Short Course on Improving the Cadres' Knowledge in the Context of Reducing Stunting through Home Visits in Yogyakarta, Indonesia.

Background: Stunting is primarily a public health concern in Low- and Middle-Income Countries (LMIC). The involvement of Integrated Health Service Post (Indonesian: Posyandu) cadres is among the strategies to combat stunting in Indonesia. Objective: This study aimed to determine the effect of a short course on cadres’ knowledge. Method: A single group pre-test post-test design was conducted in Yogyakarta, Indonesia, from March to May 2022. Thirty cadres were selected based on the following criteria: willingness to participate, the number of stunted children in their Posyandu, able to read and write, and full attendance at the short course. The knowledge scores were measured by a questionnaire using true and false answers after a short course (post-test 1) and 4 weeks later (post-test 2). We apply STATA 16 to calculate the Mean Difference (MD) using a t-test and a Generalized Estimated Equation (GEE). Furthermore, the adequacy of the short course was evaluated with in-depth interviews. Result: GEE analysis showed that after controlling for age, education, occupation, and years of experience, the short course improved cadres’ knowledge significantly on post-tests 1 and 2, i.e., knowledge regarding Children Growth Monitoring (CGM) (Beta = 6.07, 95%CI: 5.10–7.03 and Beta = 8.57, 95%CI: 7.60–9.53, respectively), Children Development Monitoring (CDM) (Beta = 6.70, 95%CI: 5.75–7.65 and Beta = 9.27, 95%CI: 8.31–10.22, respectively), and Infant Young Children Feeding (IYCF) (Beta = 5.83, 95%CI: 4.44–7.23 and Beta = 11.7, 95%CI: 10.31–13.09, respectively). Furthermore, the short course increased their self-efficacy, confidence, and ability to assist stunted children through home visits. Conclusion: The short courses consistently and significantly boosted cadres’ knowledge of CGM, CDM, and IYCF, and appropriately facilitated cadres in visits to the homes of stunted children’s home.

Effectiveness of the Teaching Program Prepared to Improve Intonation Skills in Violin Education

In this study, the effect of the curriculum prepared for the elimination of posture-grip disorders in students and the development of the right-and left-hand skills on the intonation skills of students was examined. For this purpose, the curriculum prepared by targeting the 1 and 2 grade levels of the Music Teaching Undergraduate Program was applied to 6 students studying at Bolu Abant İzzet Baysal University Music Education Department in the 2018–2019 academic year. In the study, the explanatory sequential mixed method was used, a single group pretest–posttest experimental design was applied in the quantitative dimension, and a structured interview technique was used in the qualitative dimension. Thirteen weeks worth of the prepared curriculum was applied to the experimental group, one hour per week. The effectiveness of the programme was examined based on three tasks: intonation accuracy in the first position, intonation accuracy according to the speed variable, and intonation accuracy in I–III position–transition playback. The studies and exercises determined for this purpose were performed by the students in the studio environment before and after the application, and the intonation errors in the files recorded in the computer environment were converted into numerical data with the Melodyn Studio 4.0 package program. To calculate the level of significance between the pretest–posttest results, 8772 notes records were analysed, and the Wilcoxon Marked Rows test was applied using the SPSS program. The descriptive analysis method was used in the analysis of qualitative data. According to the analysis, significant improvement was detected in the intonations of the students in all three tasks. It was seen that the qualitative student opinions supported these results, and the students stated that there was an improvement in their intonation and violin playing skills after the application. As a result, it can be said that regular technical exercises by eliminating posture-holding disorders and improving violin playing skills are effective in the development of intonation in the violin.

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

To achieve sustainable language learning, we designed a foreign language learning activity that extended traditional lectures in classrooms to informal learning in the real world using mobile technology. Chinese undergraduate students participated in our learning activity. We tested whether our learning activity could enhance their language learning outcomes through employing a single group pretest post-test design. We explored how the participants perceived the usefulness of the activity to foster language learning by administering a questionnaire survey. Finally, we investigated whether our learning activity could mitigate the cultural attributes inherent in Asian culture through interviews with the participants and their instructors. Our results demonstrated that participant learning outcomes improved during the learning activity. The results also showed that the perceptions of most participants of the value of the exercise were high. In the interviews, the participants and the instructors revealed that they felt the learning activity was useful and interesting. They also claimed that the learning activity helped mitigate cultural attributes, such as shyness, reservedness, passiveness, inhibition, lack of confidence, risk-avoidance, test-oriented learning, reliance on teachers for knowledge, and memorization. Based on these results, we provide some implications and useful suggestions for educators and researchers.

Preliminary Real-World Evidence Supporting the Efficacy of a Remote Neurofeedback System in Improving Mental Health: Retrospective Single-Group Pretest-Posttest Study.

BackgroundNeurofeedback training (NFT) has been shown to be effective in treating several disorders (eg, attention-deficit/hyperactivity disorder [ADHD], anxiety, and depression); however, little is currently known regarding the effectiveness of remote NFT systems.ObjectiveThis retrospective study provides real-world data (N=593) to assess the efficacy of app-based remote NFT in improving brain health and cognitive performance.MethodsImprovement was measured from pre- to postintervention of in-app assessments that included validated symptom questionnaires (the 12-item General Health Questionnaire, the ADHD Rating Scale IV, the Adult ADHD Self-Report Scale, the 7-item Generalized Anxiety Disorder scale, and the 9-item Patient Health Questionnaire), a cognitive test of attention and executive functioning (ie, continuous performance task), and resting electroencephalography (EEG) markers. Clinically significant improvement was evaluated using standard approaches.ResultsThe greatest improvement was reported for the anxiety questionnaire, for which 69% (68/99) of participants moved from abnormal to healthy score ranges. Overall, adult and child participants who engaged in neurofeedback to improve attention and executive functions demonstrated improved ADHD scores and enhanced performance on a cognitive (ie, response inhibition) task. Adults with ADHD additionally demonstrated elevated delta/alpha and theta/alpha ratios at baseline and a reduction in the delta/alpha ratio indicator following neurofeedback.ConclusionsPreliminary findings suggest the efficacy of app-based remote neurofeedback in improving mental health, given the reduced symptom severity from pre- to postassessment for general psychological health, ADHD, anxiety, and depression, as well as adjusted resting EEG neural markers for individuals with symptoms of ADHD. Collectively, this supports the utility of the in-app assessment in monitoring behavioral and neural indices of mental health.

The Contribution of a Music and Arts Rehabilitation Program to the Creative Identity, Well-Being, and Community Integration of People With Mental Health Conditions

The United Nations highlighted the importance of promoting the rights of people with mental health conditions (MHC) to education, employment, and citizenship. One related initiative in Israel is the Garage pre-academic music and arts school for individuals with musical and artistic abilities coping with MHC. This process–outcome study examined whether and how the Garage contributes to participants’ creative self-concept, mental health, alleviates loneliness, and promotes postsecondary education and work integration. It also probed the participants’ initial expectations and the extent to which these were fulfilled. Using a single-group pretest–posttest design, quantitative data on the outcome variables were collected, along with mid-test data on process variables from the Garage students ( N = 44). Supplementary qualitative data were collected at pretest on the students’ expectations. The results suggest a significant increase in creative personal identity and mental health, a decrease in loneliness, and promotion of postsecondary education and work integration. These findings were associated with persistent attendance, basic psychological needs satisfaction, and expectation fulfillment. A merged analysis indicated that the students’ qualitative expectations were generally congruent with the quantitative results. Overall, the findings show how the program corresponds to humanistic values, targets service users’ needs and rights, and promotes personal recovery and community integration.

Near-Peer Facilitation of a Soft Skills Program for Young Adults With Autism.

Young adults with autism spectrum disorder (ASD) experience poor employment outcomes. Teaching soft skills and using peer-based interventions improve outcomes for people with ASD. To evaluate the preliminary efficacy of a soft skills intervention and the feasibility of delivery to a group of young adults with ASD by near-peer occupational therapy master's-level students. Pretest-posttest single-group design. College campus. Convenience sample of 14 young adults (M age = 21.57 yr) with ASD. The Assistive Soft Skills and Employment Training (ASSET) program is a 12-session, manualized, soft skills group intervention previously validated with the ASD population. Topics include communication, attitude and enthusiasm, teamwork, networking, professionalism, and stress management. Social functioning, self-efficacy, and adaptive behavior were measured preintervention and immediately postintervention using standardized self-report rating scales. Participant satisfaction and experience were assessed using program-specific measures. Participants made statistically significant improvements, with medium to large effect sizes in social functioning, self-efficacy, and adaptive behavior. They reported high levels of satisfaction and a positive experience with the program content and delivery. This study provides evidence of participant satisfaction and perceived soft skills improvement and confidence, in addition to the preliminary efficacy of master's-level students as near-peer facilitators of the ASSET program with an ASD population. What This Article Adds: The results suggest that trained and supervised master's-level students can effectively deliver a manualized intervention as near-peer facilitators, elicit positive feedback and high levels of participant satisfaction, and replicate and extend previously reported participant gains.

The Effect of Mindfulness-based Cognitive Behavior Therapy in Improving Self-Confidence of Broken Home Students

This study aims to determine the effectiveness of cognitive behaviour therapy with mindfulness techniques through group counselling to increase the confidence of high school students who experience a broken home, through experimental research with a single group pretest post-test design. The sample selection in the study was the purposive sampling technique, which obtained 8 samples from 12 populations that became the research sample. Data analysis used the Wilcoxon test to determine the increase in self-confidence before and after the intervention and the Mann Withney U Test to determine the differences between the intervention groups. The results of experiments that have been carried out show an increase in the self-confidence of students who experience a broken home after being given group counselling on cognitive behaviour therapy with mindfulness techniques.

The impact of psychiatric education and clinical practice on students' beliefs toward people with mental illnesses

It is common knowledge that people with psychiatric illnesses are stigmatized by a broad spectrum of society. The purpose of this study was to assess the beliefs of undergraduate students toward people with mental illnesses, and determine the impact of psychiatric education and clinical practice on their beliefs. A Quasi-Experimental, single-group pre-test post-test design was used. The study was performed at a private school of health sciences in Saudi Arabia. The study sample consisted of 42 students. For data collection, the Beliefs toward Mental Illness Scale was used. Following the psychiatric education and clinical practice, the total BMIS and subscale scores were significantly lower than the scores obtained before the course. There was a statistically significant difference in the BMIS total scores (t = 2.17, p = 0.001) and subscale scores (Poor social and interpersonal skills: t = 0.78, p = 0.001; Dangerousness: t = 1.17, p = 0.001; Incurability: t = 0.42, p = 0.001) between the pre-test and post-test data. This research indicates that psychiatric educational intervention using face-to-face interaction and clinical practice interaction can positively change stigmatizing beliefs of undergraduate students toward people with mental illnesses.

Imparting genital hygiene skills to adolescents with intellectual disabilities attending a special education Centre: a quasi-experimental study on effect of short education

Objective: The study aimed to evaluate the short-term effects of education given on genital hygiene to female students attending a special education center. Methods: We interviewed 52 girls selected by meeting the inclusion criteria, using a quasi-experimental method, the single group pre-test post-test model in a special education institution located in the Aegean region in Turkey. Results: The results of the programme the genital hygiene knowledge of the participants had significantly improved. Significantly positive changes were observed in genital hygiene knowledge compared to pre-training (p < .001). Conclusion: It is recommended that the program training and practices to be carried out simultaneously be implemented by healthcare professionals for adolescents with intellectual disability and their parents.

Improvement of Student Learning Motivation through Word-Wall-based Digital Game Media

The development of technology has a lot of influence in the field of education, one of which is in terms of learning media. Digital-based learning media are now being developed to create more fun learning, one of which is digital games. It is also known that digital games themselves positively influence increasing student motivation in the learning process. For this reason, the purpose of this study is to prove the effectiveness of digital game-based media in increasing motivation to learn science. The population group consisted of 129 students from Cluster I, North Sukabumi Village schools. Research sampling was carried out by simple random sampling to calculate the number of samples. The Slovin formula was used, which resulted in 98 students as the sample. This study used experimental research methods with a single group pretest-posttest, as for the instrument in a questionnaire using a Likert scale. The type of data analysis used in this research is an inferential analysis using a t-test. The results of this study indicate that digital game media positively influences students' learning motivation. The literature review comprises 40 studies. This study also shows that students experience increased learning motivation by using this digital game media. Because with this digital game media, students become more motivated to follow and understand the learning material being taught.

Effectiveness of Parent-to-Parent Support Group in Reduction of Anxiety and Stress Among Parents of Children With Autism and Attention Deficit Hyperactivity Disorder.

Parental interventions are efficacious and robust in managing children's behavioral problems. Yet, research addressing their role in parental stress and anxiety is sparse. Our first aim was to assess the extent of anxiety and stress among parents of children with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). The second was to assess the effectiveness of a parent-to-parent support group for addressing the stress and anxiety among those parents. We selected a single group pretest posttest design. We recruited 24 parents from the two in-patient facilities of child and adolescent psychiatry. The intervention consisted of a parent-to-parent support group. We assessed parental stress and anxiety before and after the intervention. The differences in anxiety and stress scores prior to and after the intervention were statistically significant (P < 0.001). Before the intervention, low level of parents' education and lower family income had a statistically significant relationship with higher parental stress. Also, parents who were employed had lesser anxiety. The parent-to-parent support group effectively reduced stress and anxiety among parents of children with ASD and ADHD. These are preliminary findings. The lack of a control group is a major limitation.

The Effect of the Montessori Approach-based STEM Activities on the Pre-school Pre-service Teachers’ Lifelong Learning

The research was conducted to explore whether the Montessori approach-based STEM activities affect the pre-school pre-service teachers' lifelong learning tendencies or not. A mixed method was employed in the research. The research participants consisted of 53 pre-service teachers at the Pre-school in the Education Program of the Faculty of Education located in a medium-scale province of the Eastern Anatolia Region. In the study, the single group pre-test post-test design of the prospective teachers in the school in Lifelong learning. The Lifelong Learning Trend Scale and Semi-structured Interview Form were applied in obtaining the quantitative data in the research. The qualitative data collected to support the quantitative data were collected through an open-ended semi-structured interview form. The Montessori approach-based STEM education was provided to the participants for 14 weeks as 2 hours per week in total during the research process. It was observed at the end of the research that there was a significant difference between the lifelong learning tendencies pre-test and post-test scores in favor of the post-test, and the qualitative data results supported the quantitative results.

Effects on Primary School Teacher Candidates of Developing and Implementing Jigsaw Technique Activities Enriched with Educational Games in Science and Technology Teaching Lessons

Abstract Introduction: The aim of the study was to examine the effects on Primary School Teacher Candidates of developing and implementing jigsaw technique activities enriched with educational games in Science and Technology Teaching lessons. Methods: In the study, the mixed design was used. The single group pre-test post-test weak experimental pattern from among quantitative research methods and a case study from among qualitative research methods were used. The study group consisted of 48 teacher candidates continuing their education at Istanbul University, in the Primary Education Department Classroom Teaching Program during the 2018-2019 academic year. In the Science and Technology II lessons the “Jigsaw technique enriched with educational games” was implemented. The “Communication Skills Scale” and the “Opinion Form Jigsaw Technique Enriched with Educational Games” (JTEEG) were used as data collection tools. The SPSS 16 program and the content analysis method were used for data analysis. Results: When the quantitative data obtained from the study were examined, it was determined that there were statistically significant differences between the pre-test and post-test mean scores of the communication skills scale in favor of the post-test. Based on the qualitative findings of the study, teacher candidates stated opinions including the themes of “Positive Opinions”, “Negative Opinions”, and “Preferring the Technique “and” Suggestions for technique related changes”. It was also observed that the majority of the teacher candidates indicated positive opinions. Discussion: It is important that teacher candidates who will be educating students in the future develop their skill levels in order to improve the communication skills of their students. As can be understood from the results of the present study, JTEEG is effective in developing the communication skills of classroom teacher candidates. Also, it is very important that the classroom teachers who will teach a science lesson for the first time increase the interest of the class making sure that the students enjoy science. It can be put forth, based on the findings of the study that JTEEG is quite effective in making students like a science lesson and learn through enjoyment. Limitations: There were several limitations to this study. The first limitation was that this research relied on only Primary School Teacher Candidates’ data. The second limitation was the subject. The study was carried out only on the “Properties of Matter” unit. The third limitation was that the study data were only collected in Turkey, and so, the study results are only regionally generalizable. Conclusion: In conclusion, it was observed as a result of the present study on the impacts of developing JTEEG related activities and implementing them that the technique used in this study resulted in an increase in the communication skill levels of teacher candidates. As can be understood from the results of the present study, JTEEG is effective in developing the communication skills of classroom teacher candidates. Hence, it can be suggested in the light of the findings of this study that education environments should be arranged based on JTEEG. Also, it can be stated, based on the statements of the teacher candidates, that they mostly have positive opinions on the implemented technique. Science lessons are among the lessons that students mostly approach with concern. The fact that it involves abstract concepts and that some of its subjects are perceived as difficult are among the reasons for this concern. Students get to take a science lesson for the first time in the 3rd grade. It is very important that the classroom teachers who will teach the science lesson for the first time increase the interest of the class by making sure that the students enjoy science. It can be put forth, based on the findings of the study, that JTEEG is quite effective in making children like the science lessons and learn through enjoyment, since it enables them to be more active, take responsibility while providing them with the opportunity to develop new games and activities, establish more communication with other students in addition to making abstract concepts more concrete. For this reason, it is very important that the techniques to be applied are learned and applied by the teacher candidates.

The Impact of ICT Instruction on Online Learning Readiness of Pre-Service Teachers

The present study aimed to investigate the impact of a course that included ICT skills on the online learning readiness of pre-service teachers in a completely distance education environment. In the research, single group pre-test post-test model was adopted. The study was conducted with 123 pre-service teachers. The E-Learning Readiness Scale for College Students was used to collect the data. Furthermore, the course academic achievement final scores of the participants were employed. The data collection process continued during the 2020-2021 academic year fall term. The study findings demonstrated that total online learning readiness and sub-dimension scores increased after the Information Technologies Course. It was found that there was no difference across the scores based on gender. The academic achievements of female students were higher. At the beginning of the term, it was revealed that ease of use, online learning readiness and computer self-efficacy, internet self-efficacy and learner control variables varied based on personal computer ownership. At the end of the term, both these variables and academic achievement did not differ across personal computer ownership. There was a correlation between the ease of use variable and online learning readiness both at the beginning and the end of the term. On the other hand, there was no correlation between the academic achievement and ease of use or online learning readiness. It could be suggested that the present study findings could contribute to future studies in terms of online learning readiness.

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

BackgroundTransition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs.MethodsA mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study.ResultsAfter integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005).ConclusionsThis competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

Effects of private tutoring intervention on students’ academic achievement: A systematic review based on a three-level meta-analysis model and robust variance estimation method

Private tutoring has been welcomed by populations worldwide. However, there is a lack of synthesis of relevant experimental research. A three-level meta-analysis model and the robust variance estimation method were fitted to synthesize 78 effect sizes of 22 experimental studies (involving 6750 participants) in recent 20 years. The results showed medium overall effect sizes in the single-group pretest-posttest (SPP), independent-groups posttest (IP), and independent-groups pretest–posttest (IPP) conditions (d1 = 0.59, d2 = 0.42, d3 = 0.67); publication bias existed only in IP condition; and among all 13 moderators, the moderating effects of two variables (region and subject) were found. The discussion of the findings and issues related to the results and meta-analysis makes recommendations for future research themes and methods.

The effect of the training program of digital game design and escape rooms on science and art center teachers' technology acceptance, digital game development self-efficacy and use of digital games

In this research, it is aimed to evaluate the effectiveness of digital game design and escape room training given to teachers working with gifted students in Science and Art Centers within the scope of 4005 Science and Society Innovative Education Practices Program supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK) on their technology acceptance, use of digital games, and digital game development self-efficacy. In this context, a single group pre-test post-test model was used in the study carried out with the experimental design. The sample group was determined according to criterion sampling, one of the purposeful sampling techniques. 30 teachers working in different disciplines in six Science and Art Centers in İzmir were included in the study. Within the scope of the research, six-day trainings were given to the teachers by eight field experts. As data collection tools, "knowledge and awareness test on the use of technology in education and digital games", "technology acceptance scale for teachers", "digital educational game development self-efficacy scale" and "the scale of benefiting from digital games in education" were used. Whether there is a significant difference between the mean scores was tested with the dependent samples t test when the normality assumption was met, and with the Wilcoxon signed ranks test when it was not. As a result of the analysis, it was determined that there was a significant difference between the use of digital games, technology acceptance, digital game development self-efficacy and achievement test scores, and these differences were in favor of the post-tests. In addition, according to the scores obtained from the scales, it was determined that there was no significant difference in terms of the gender of the teachers and the education was effective for both genders.