Abstract：
BACKGROUND: Cardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial.
OBJECTIVE: To evaluate the effectiveness of gamification learning in advanced life support training.
METHODS: A cluster randomized controlled trial.
METHODS: A single advanced life support training center.
METHODS: Clinical nurses who are currently practicing in a hospital.
METHODS: A part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms.
RESULTS: A total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group.
CONCLUSIONS: Even if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.
OBJECTIVE: To evaluate the effectiveness of gamification learning in advanced life support training.
METHODS: A cluster randomized controlled trial.
METHODS: A single advanced life support training center.
METHODS: Clinical nurses who are currently practicing in a hospital.
METHODS: A part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms.
RESULTS: A total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group.
CONCLUSIONS: Even if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.
摘要：
背景：心肺复苏培训是一项强制性能力，特别是对于医疗保健专业人员。然而,COVID-19的传播导致高级生命支持培训的参与者数量急剧下降，从而加速教育方法的多样化。游戏化是一种越来越流行的多样化教学方法，但其有效性仍存在争议。
目的：评估游戏化学习在高级生命支持训练中的有效性。
方法：整群随机对照试验。
方法：一个单一的高级生命支持培训中心。
方法：目前在医院执业的临床护士。
方法：现有高级生命支持课程的一部分使用Kahoot!平台进行了游戏化。常规学习和游戏化学习分别进行了11次，并评估培训后的知识水平。评估问题被归类为高级生命支持算法，团队合作,和心脏骤停节律.
结果：共有267人参加了这项研究，148和139名学习者被分配到CL和GL，分别。与团队合作相关的培训后知识没有差异，常规学习和游戏化学习小组之间的心脏骤停节奏，但是在游戏化学习组中，与高级生命支持算法相关的知识较低。
结论：即使学习者是相同的，高级生命支持游戏化培训可能会导致负面结果，具体取决于培训内容的简单性或目标。提高培训效果,应根据培训的目标和内容应用各种游戏化培训方法。
目的：评估游戏化学习在高级生命支持训练中的有效性。
方法：整群随机对照试验。
方法：一个单一的高级生命支持培训中心。
方法：目前在医院执业的临床护士。
方法：现有高级生命支持课程的一部分使用Kahoot!平台进行了游戏化。常规学习和游戏化学习分别进行了11次，并评估培训后的知识水平。评估问题被归类为高级生命支持算法，团队合作,和心脏骤停节律.
结果：共有267人参加了这项研究，148和139名学习者被分配到CL和GL，分别。与团队合作相关的培训后知识没有差异，常规学习和游戏化学习小组之间的心脏骤停节奏，但是在游戏化学习组中，与高级生命支持算法相关的知识较低。
结论：即使学习者是相同的，高级生命支持游戏化培训可能会导致负面结果，具体取决于培训内容的简单性或目标。提高培训效果,应根据培训的目标和内容应用各种游戏化培训方法。
