Please use this identifier to cite or link to this item: http://repository.aaup.edu/jspui/handle/123456789/2671
Title: Impact of Gamification on Learning Outcomes among Undergraduate Adult Health Nursing Students at Nablus University: Mixed Methods رسالة دكتوراة
Other Titles: أثر طريقة اللعب على مخرجات التعلم لطلبة البكالوريوس في تمريض صحة البالغين في جامعة نابلس: طرق مختلطة
Authors: Khaled, Hamdallah Hassan Mahmoud$AAUP$Palestinian
Keywords: gamification; adult health nursing; undergraduate students; learning outcomes
Issue Date: 2024
Publisher: AAUP
Abstract: Lecturing remains crucial for providing students with foundational knowledge. Interactive teaching is not a substitute but rather a complementary method that enhances the learning experience. Gamification can improve learning outcomes by fostering motivation, engagement, and cognitive and psychomotor skills. This study aimed to examine the impact of gamification on the learning outcomes of undergraduate adult health nursing students at Nablus University with the goal of providing evidence-based recommendations for nursing educators in this context. Throughout the period of September 3, 2023, to December 15, 2023, a mixed method design was conducted. Quasi-experimental design was conducted among 90 undergraduate adult health nursing students from Nablus University. Students had been randomized to control or intervention group. Traditional teaching along with gamification were used for intervention while traditional teaching was used for control. Data were collected through pretest and posttest questionnaire. Questionnaire composed of demographic data, student course engagement scale, the critical thinking disposition scale and instructional materials motivation scale. A qualitative phenomenological design was conducted among 15 students of intervention group through semi structured interviews. The p-value (0.725) based on the Mann-Whitney test indicated that there were no significant differences in the means of student marks across control 79.76 (SD= 5.985) and intervention group 80.22 (SD= 5.130). The p values which were based on independent sample t-test were all more than 0.05 in the pretest of engagement (p=0.267), motivation (p=0.612) and critical thinking (p=0.959) across control and intervention groups, indicating no statistically significant differences in means before intervention. The intervention group's mean posttest engagement score was 3.854 (SD= 0.317), higher than the control group's score of 3.438 (SD= 0.243) and statistically significant differences were evident (p < 0.001). The intervention group's mean posttest motivation score was 3.754 (SD= 0.252), higher than the control group's score of 3.332 (SD= 0.229) and statistically significant differences were evident (p < 0.001). The intervention group's mean posttest critical thinking score was 4.125 (SD= 0.294), higher than the control group's score of 3.928 (SD= 0.260) and statistically significant differences were evident (p = 0.001). The qualitative results found that gamification had positively impacted all students' learning outcomes by fostering an educational environment rooted in support, cooperation, competition, creativity, open mindedness, and effectively strengthened their engagement and motivation. V Conducting a longitudinal research is recommended to monitor the gamification's long-term impact on learning outcomes. Using gamification across several educational institutions, various nursing courses with larger sample sizes is a crucial recommendation.
Description: DOCTOR OF PHILOSOPHY \ Nursing
URI: http://repository.aaup.edu/jspui/handle/123456789/2671
Appears in Collections:Master Theses and Ph.D. Dissertations

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