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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorMartin, Caroline Françoise 
dc.contributor.authorAlonso Martínez, Laura 
dc.contributor.authorAlmeida, Leandro
dc.date.accessioned2024-04-16T11:49:15Z
dc.date.available2024-04-16T11:49:15Z
dc.date.issued2021-11
dc.identifier.issn1661-7827
dc.identifier.urihttp://hdl.handle.net/10259/8958
dc.description.abstractTeaching 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.en
dc.description.sponsorshipThis 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).en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIen
dc.relation.ispartofInternational Journal of Environmental Research and Public Health. 2021, V. 18, n. 22, 11757en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectHigher Educationen
dc.subjectMixed methodsen
dc.subjectSelf-regulated learningen
dc.subjectAcademic achievementen
dc.subjectGamificationen
dc.subjectNursingen
dc.subjectOccupational therapyen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherEnfermeríaes
dc.subject.otherNursingen
dc.subject.otherFormación profesionales
dc.subject.otherProfessional educationen
dc.titleUsefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgosen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/ijerph182211757es
dc.identifier.doi10.3390/ijerph182211757
dc.identifier.essn1660-4601
dc.journal.titleInternational Journal of Environmental Research and Public Healthen
dc.volume.number18es
dc.issue.number22es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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