Quiz game teaching format versus didactic lectures.

Area of Science:

• Medical Education
• Nursing Education
• Pedagogy

Background:

• Traditional university education relies heavily on lectures.
• Emerging research indicates game-based learning may be more effective than didactic lectures.
• This study investigates alternative teaching methods in higher education.

Purpose of the Study:

• To compare student performance, satisfaction, and knowledge retention between a Jeopardy!-style game and a lecture format.
• The study focused on teaching "models for organising patient care" to fourth-year nursing students.
• To evaluate the effectiveness of game-based learning in nursing management and ethics.

Main Methods:

• A parallel-group randomized controlled trial was employed.
• Fourth-year nursing students were the study participants.
• The study was conducted within the Community Health Department.

Main Results:

• No significant pre-test score differences were observed between the quiz game and lecture groups.
• Students in the quiz game group demonstrated significantly higher scores in immediate post-tests and retention tests.
• A satisfaction questionnaire revealed that students preferred and accepted the game format as more satisfying.

Conclusions:

• The Jeopardy!-style game format was well-received and accepted by students as a more satisfying teaching method.
• The game format proved to be a superior educational approach, enhancing information retention in nursing students.
• This research provides novel insights into game-based learning effectiveness in Jordan's nursing education context.