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"Playing for Bragging Rights": A Qualitative Study of Students' Perceptions of Gamification.
The Journal of Nursing Education
|February 6, 2019
Summary
Nursing students positively perceived team competition in an educational game, reporting increased engagement and improved knowledge retention. This gamified approach enhanced learning and test-taking skills in a fundamental nursing course.
Area of Science:
- Nursing Education
- Educational Technology
- Qualitative Research
Background:
- Nursing faculty implemented Kaizen, an online educational game, to enhance student engagement with course material and peers.
- The study focused on a fundamental nursing course to assess student perceptions of gamification.
Purpose of the Study:
- To explore nursing students' perceptions of team competition within an educational game.
- To determine if the educational game fostered engagement with course material.
Main Methods:
- Qualitative data were gathered through focus groups, observations, and game participation documents.
- Data analysis involved transcription and coding to identify emergent themes.
Main Results:
- Four key themes emerged: learning in teams, motivators for participation, learning course content, and suggestions for improvement.
- Students demonstrated positive engagement with the gamified learning platform.
Conclusions:
- Students reported overwhelmingly positive experiences with the gamified educational platform.
- Participants believed the game enhanced knowledge retention and improved test-taking abilities.
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