Rethinking gamification for Chinese nursing students: A reflexive thematic analysis study.

Area of Science:

• Educational Technology
• Higher Education Pedagogy
• Cultural Studies in Education

Background:

• Gamification in higher education enhances academic performance and motivation.
• Despite benefits, Chinese nursing students exhibit low engagement with online learning games.
• Understanding cultural factors is key to effective gamified learning for diverse student populations.

Purpose of the Study:

• Investigate factors behind low engagement of Chinese students with Confucian heritage in online learning games.
• Identify strategies to improve online learning experiences and outcomes for this demographic.
• Inform the design of culturally sensitive gamified educational tools.

Main Methods:

• Reflexive thematic analysis of qualitative data.
• Focus group interviews utilized for narrative data collection.
• Snowballing strategy employed for participant recruitment.

Main Results:

• Two primary themes emerged: learning approaches and knowledge acquisition.
• Cultural sensitivity is essential for successful gamification implementation.
• Chinese students' distinct learning styles impact engagement with online games.

Conclusions:

• Findings provide insights for educators implementing gamification in nursing programs.
• Online learning games may not align with Chinese students' traditional learning strategies.
• Culturally adapted pedagogical approaches are recommended for improved student engagement.