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Motivation and Engagement of Nursing Students in 2 Gamified Courses: A Mixed-Methods Study
Laura A Killam1, Katherine E Timmermans, Sidney J Shapiro
1Author Affiliations: Professor (Ms Killam), School of Health Sciences and Emergency Services, Cambrian College, Professor, School of Health Sciences and Emergency Services, Cambrian College (Ms Timmermans); and Professor and Program Coordinator, School of Business & Information Technology (Mr Shapiro), Sudbury, Ontario, Canada.
Background:
Evidence suggests that gamification increases student engagement in course activities. However, student feedback about gamification in nursing contexts is needed.
Purpose:
The aim of this study was to describe nursing student perceptions of how gamification impacts student motivation and engagement.
Methods:
A convergent mixed-methods study was conducted. Surveys were completed by 58 first-year nursing students. Survey comments and data extracted from the learning management system were also collected.
Results:
Students generally found gamification valuable, interesting, and enjoyable. Gamification took effort and was perceived as important. Students felt that they had some choice in participation in the gamified activities.
Conclusions:
Gamification is a viable strategy for promoting motivation and engagement among first year nursing students. More qualitative research is needed to enable game design refinement through investigation of contextualized student experiences. Refined game design may impact the development of learner skills through a moderating effect on engagement in course activities.
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