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。
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.