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 16-may-2024