RT info:eu-repo/semantics/article
T1 Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos
A1 Sáiz Manzanares, María Consuelo
A1 Martin, Caroline Françoise
A1 Alonso Martínez, Laura
A1 Almeida, Leandro
K1 Higher Education
K1 Mixed methods
K1 Self-regulated learning
K1 Academic achievement
K1 Gamification
K1 Nursing
K1 Occupational therapy
K1 Enseñanza superior
K1 Education, Higher
K1 Enfermería
K1 Nursing
K1 Formación profesional
K1 Professional education
AB 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.
PB MDPI
SN 1661-7827
YR 2021
FD 2021-11
LK http://hdl.handle.net/10259/8958
UL http://hdl.handle.net/10259/8958
LA eng
NO 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).
DS Repositorio Institucional de la Universidad de Burgos
RD 24-nov-2024