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Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos

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  • María Consuelo Sáiz-Manzanares

    (Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Universidad of Burgos, Research Group DATAHES, Pº Comendadores s/n, 09001 Burgos, Spain)

  • Caroline Françoise Martin

    (Departament Filología Inglesa, Universidad of Burgos, Pº Comendadores s/n, 09001 Burgos, Spain)

  • Laura Alonso-Martínez

    (Departamento de Ciencias de la Educación, Facultad de Educación, Universidad de Burgos, C/Villadiego, 1, 09001 Burgos, Spain)

  • Leandro S. Almeida

    (Instituto de Educação, Campus de Gualtar, Universidade do Minho, Research Group CIEd, 4710-057 Braga, Portugal)

Abstract

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.

Suggested Citation

  • María Consuelo Sáiz-Manzanares & Caroline Françoise Martin & Laura Alonso-Martínez & Leandro S. Almeida, 2021. "Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos," IJERPH, MDPI, vol. 18(22), pages 1-18, November.
  • Handle: RePEc:gam:jijerp:v:18:y:2021:i:22:p:11757-:d:675430
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    References listed on IDEAS

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    1. María Consuelo Sáiz-Manzanares & Raúl Marticorena-Sánchez & Natalia Muñoz-Rujas & Sandra Rodríguez-Arribas & María-Camino Escolar-Llamazares & Nuria Alonso-Santander & M. Ángeles Martínez-Martín & Elv, 2021. "Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective," Sustainability, MDPI, vol. 13(3), pages 1-21, January.
    2. Atanu Sengupta & Sanjoy De, 2020. "Review of Literature," India Studies in Business and Economics, in: Assessing Performance of Banks in India Fifty Years After Nationalization, chapter 0, pages 15-30, Springer.
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    2. Paweł Bęś & Paweł Strzałkowski, 2024. "Analysis of the Effectiveness of Safety Training Methods," Sustainability, MDPI, vol. 16(7), pages 1-22, March.
    3. Mădălin-Dorin Pop & Adrian Pavel Pugna & Vladimir-Ioan Crețu & Sabina Alina Potra, 2022. "Two Years of Hybrid Education in Romania: A Comparative Overview of the Students’ Expectations for the Online Educational Platforms," Sustainability, MDPI, vol. 14(21), pages 1-27, October.
    4. Fernando Lara-Lara & María Jesús Santos-Villalba & Blanca Berral-Ortiz & José Antonio Martínez-Domingo, 2023. "Inclusive Active Methodologies in Spanish Higher Education during the Pandemic," Societies, MDPI, vol. 13(2), pages 1-14, January.

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