2026-04-19T05:27:17Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/89582024-05-14T08:12:05Zcom_10259.4_2543com_10259_5086com_10259_2604com_10259_4438com_10259_4437com_10259.4_106com_10259_8953com_10259_5841col_10259.4_2544col_10259_4439col_10259_8954col_10259_5842

Sáiz Manzanares, María Consuelo Martin, Caroline Françoise Alonso Martínez, Laura Almeida, Leandro 2024-04-16T11:49:15Z 2024-04-16T11:49:15Z 2021-11 1661-7827 http://hdl.handle.net/10259/8958 10.3390/ijerph182211757 1660-4601 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. This research was funded by the Consejería de Educación de la Junta de Castilla y León (Spain) (grant number BU032G19), and rant from the University of Burgos, Vice-Rectorate for Research and Knowledge Transfer, 2021 to Research Group DATAHES (grant number Y143.GI). application/pdf eng MDPI International Journal of Environmental Research and Public Health. 2021, V. 18, n. 22, 11757 https://doi.org/10.3390/ijerph182211757 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Higher Education Mixed methods Self-regulated learning Academic achievement Gamification Nursing Occupational therapy Enseñanza superior Enfermería Formación profesional Education, Higher Nursing Professional education Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion International Journal of Environmental Research and Public Health 18 22