地下护理学生在面对面,混合和在线逃生室模式中的经验:塞尔维亚背景下的比较分析
Dragana Simin1, Vladimir Dolinaj1, Nina Brkić-Jovanović2
1Faculty of Medicine, Department of Nursing, University of Novi Sad, Novi Sad, Serbia.
Medical education online
|February 14, 2025
概括
与在线或混合模型相比,面对面的教育逃生室 (EER) 增强了护理学生的乐趣和创造性思维. 虽然所有EER都促进了积极的情绪,但面对面的方法似乎对参与最有效.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 游戏化就是游戏化.
背景情况:
- 教育逃生室 (EER) 越来越多地被用于护理教育,作为创新的游戏化学习工具.
- 在不同的EER交付模式中比较学生的游戏体验 (GE) 对于优化其教育影响至关重要.
研究的目的:
- 通过三个不同的EER模型比较本科护理学生的游戏体验:面对面,混合和在线.
- 确定EER模式之间的学生参与度,享受度和认知效应的差异.
主要方法:
- 一项涉及塞尔维亚136名一年级护理学生的横截面研究.
- 使用游戏体验量表 (GAMEX) 在活动后立即评估六个维度的游戏体验量表.
- 所有EER模型都分享了基于护理基础知识内容的相同叙述.
主要成果:
- 在三个EER模型中观察到GE的显著差异 (p < 0.001).
- 面对面的EER产生了显著更高的乐趣和创造性思维.
- 在线EER显示出明显更高的激活率,主导地位和负面影响,而混合型则呈现出适度的GE.
结论:
- 所有的EER模型都能有效地产生积极的情绪,具有可管理的负面影响,与教育游戏目标保持一致.
- 面对面的EER模式在提高学生在护理教育中的乐趣和创造性思维方面显得优越.
- 建议进行进一步的研究,以确定针对特定护理教育背景的最佳EER模型.
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