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Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study.

Guadalupe Molina-Torres1, Miguel Rodriguez-Arrastia2,3, Raquel Alarcón1

  • 1Department of Nursing, Physical Therapy and Medicine, University of Almeria, Almeria, Spain.

JMIR Serious Games
|March 24, 2021
PubMed
Summary
This summary is machine-generated.

Physiotherapy students using a gamified board game showed significantly higher final exam scores compared to traditional teaching methods. This innovative approach enhanced learning outcomes and motivation in physiotherapy education.

Keywords:
board game–based approachgamificationhealth sciencesphysiotherapyteaching innovation

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Area of Science:

  • Educational Psychology
  • Health Professions Education
  • Gamification in Learning

Background:

  • University teaching is shifting from teacher-centered to active student involvement for better knowledge acquisition, motivation, and commitment.
  • Traditional pedagogical approaches are being re-evaluated in higher education to enhance student engagement.

Purpose of the Study:

  • To assess physiotherapy students' satisfaction with a board game-based learning approach.
  • To compare the effectiveness of gamification versus traditional teaching methods on student performance in physiotherapy.
  • To analyze the impact of these methods on students' final evaluations.

Main Methods:

  • A comparative study involving 59 physiotherapy students in a geriatric and adult psychomotricity course.
  • Participants were divided into an experimental group (n=29) using gamified lessons (Party&Co board game) and a control group (n=30) receiving traditional instruction.
  • Both groups attended 16 theoretical lessons over the course duration.

Main Results:

  • The experimental group achieved significantly higher final examination scores (mean 7.53) than the control group (mean 6.24) (P=.001).
  • The gamification approach demonstrated a statistically significant positive impact on student learning outcomes.
  • Student satisfaction was implicitly linked to improved academic performance in the gamified group.

Conclusions:

  • The board game 'Physiotherapy Party' effectively stimulated learning and motivated physiotherapy students.
  • Gamification significantly improved learning outcomes compared to traditional teaching methods in this cohort.
  • The study supports the integration of game-based learning strategies in physiotherapy curricula to enhance educational effectiveness.