Abstract：
BACKGROUND: Gamification and augmented reality (AR) are innovative teaching modalities. Research on the effects of combining these two strategies in nursing education is scarce.
OBJECTIVE: To examine the effect of the combined use of gamification and AR in teaching mechanical ventilation (MV) on nurse students\' knowledge, motivation, self-efficacy, and satisfaction.
METHODS: Randomized controlled trial.
METHODS: A conveniently selected faculty of nursing in Egypt.
METHODS: A total of 410 nurse students.
METHODS: Participants were randomly assigned to the intervention or control group (205 in each). Kahoot games and AR were used in the intervention group, whereas a traditional lecture was applied in the control group. The outcomes included levels of students\' knowledge, learning motivation, self-efficacy, and satisfaction.
RESULTS: Mixed design repeated-measures ANOVA test revealed a statistically significant difference in knowledge test scores within-subject over time (p-value [effect size]: <0.001 [0.515]), between-subject due to the main effect of interventions (<0.001 [0.146]), and within-between interaction effect of group and time (<0.001 [0.515]). After using Kahoot and AR, the total mean self-efficacy score was significantly higher in the intervention group than in the control group (<0.001 [0.662]). The total median motivation score was significantly higher for the Kahoot and the AR groups compared with the traditional lecture (<0.001 [0.558]).
CONCLUSIONS: Kahoot games and AR significantly increased nurse students\' knowledge, motivation, and self-efficacy compared with traditional MV learning classes. Nursing educators need to incorporate Kahoot and AR in their pedagogies to enhance nurse students\' satisfaction and development.
OBJECTIVE: To examine the effect of the combined use of gamification and AR in teaching mechanical ventilation (MV) on nurse students\' knowledge, motivation, self-efficacy, and satisfaction.
METHODS: Randomized controlled trial.
METHODS: A conveniently selected faculty of nursing in Egypt.
METHODS: A total of 410 nurse students.
METHODS: Participants were randomly assigned to the intervention or control group (205 in each). Kahoot games and AR were used in the intervention group, whereas a traditional lecture was applied in the control group. The outcomes included levels of students\' knowledge, learning motivation, self-efficacy, and satisfaction.
RESULTS: Mixed design repeated-measures ANOVA test revealed a statistically significant difference in knowledge test scores within-subject over time (p-value [effect size]: <0.001 [0.515]), between-subject due to the main effect of interventions (<0.001 [0.146]), and within-between interaction effect of group and time (<0.001 [0.515]). After using Kahoot and AR, the total mean self-efficacy score was significantly higher in the intervention group than in the control group (<0.001 [0.662]). The total median motivation score was significantly higher for the Kahoot and the AR groups compared with the traditional lecture (<0.001 [0.558]).
CONCLUSIONS: Kahoot games and AR significantly increased nurse students\' knowledge, motivation, and self-efficacy compared with traditional MV learning classes. Nursing educators need to incorporate Kahoot and AR in their pedagogies to enhance nurse students\' satisfaction and development.
摘要：
背景：游戏化和增强现实（AR）是创新的教学模式。关于将这两种策略结合在护理教育中的效果的研究很少。
目的：探讨在机械通气（MV）教学中联合使用游戏化和AR对护生知识的影响，动机，自我效能感,和满意度。
方法：随机对照试验。
方法：在埃及方便选择护理学院。
方法：共410名护生。
方法：参与者被随机分配到干预组或对照组（每组205人）。Kahoot游戏和AR用于干预组，而对照组采用了传统的讲座。结果包括学生的知识水平，学习动机，自我效能感,和满意度。
结果：混合设计重复测量ANOVA检验显示，随着时间的推移，受试者内知识测验得分存在统计学上的显着差异（p值[效应大小]：<0.001[0.515]），由于干预措施的主要影响，受试者之间(<0.001[0.146])，以及组间和时间的内部交互效应(<0.001[0.515])。使用Kahoot和AR后，干预组的平均自我效能感总分明显高于对照组(<0.001[0.662])。与传统讲座相比，Kahoot和AR组的动机总分中位数明显更高（<0.001[0.558]）。
结论：Kahoot游戏和AR显著增加护生的知识，动机，与传统MV学习班相比，自我效能感。护理教育者需要将Kahoot和AR纳入其教学方法，以提高护士学生的满意度和发展。
目的：探讨在机械通气（MV）教学中联合使用游戏化和AR对护生知识的影响，动机，自我效能感,和满意度。
方法：随机对照试验。
方法：在埃及方便选择护理学院。
方法：共410名护生。
方法：参与者被随机分配到干预组或对照组（每组205人）。Kahoot游戏和AR用于干预组，而对照组采用了传统的讲座。结果包括学生的知识水平，学习动机，自我效能感,和满意度。
结果：混合设计重复测量ANOVA检验显示，随着时间的推移，受试者内知识测验得分存在统计学上的显着差异（p值[效应大小]：<0.001[0.515]），由于干预措施的主要影响，受试者之间(<0.001[0.146])，以及组间和时间的内部交互效应(<0.001[0.515])。使用Kahoot和AR后，干预组的平均自我效能感总分明显高于对照组(<0.001[0.662])。与传统讲座相比，Kahoot和AR组的动机总分中位数明显更高（<0.001[0.558]）。
结论：Kahoot游戏和AR显著增加护生的知识，动机，与传统MV学习班相比，自我效能感。护理教育者需要将Kahoot和AR纳入其教学方法，以提高护士学生的满意度和发展。
