Irene Sandoval-Hernández, Guadalupe Molina-Torres, Felipe León-Morillas, Carmen Ropero-Padilla, Manuel González-Sánchez, Jesús Martínez-Cal
BACKGROUND: For health professionals, gamification is a new teaching method that has achieved an important role in recent years, with excellent results in learning and knowledge acquisition. Thus, the objective of this study was to analyze the gaming experience through different gamification resources in the classroom with physiotherapy students.
METHODS: A comparative study on gamification-based teaching resources was carried out during the first semester of the 2021-2022 academic year. A total of 33 physiotherapy students participated in this study. After the theoretical topics were taught, the participants were invited to participate in different gamification resources such as Kahoot!, Physiotherapy Party and Escape Room. The gaming experience with the different gamification resources was measured with the GAMEX scale.
RESULTS: The Physiotherapy Party showed a higher score in relation to the enjoyment dimension compared to the Kahoot! and Escape Room (p = 0.004). The Escape Room presented higher scores in absorption, creative thinking, activation and dominance compared to Kahoot! and Physiotherapy Party (p < 0.005).
CONCLUSIONS: Gamification resources promote enjoyment and creativity in the students in the classroom. The use of new teaching methods based on gamification, such as Escape Room as Physiotherapy Party should be considered as first choice in the use of gamification resources due to the benefits they bring to students.
J Nurs Educ. 2018 May 1;57(5):320
[PMID:
29718527]
Rev Med Chil. 2014 Nov;142(11):1422-30
[PMID:
25694288]
Curr Pharm Teach Learn. 2020 Jan;12(1):88-94
[PMID:
31843171]
Curr Pharm Teach Learn. 2017 Jan - Feb;9(1):155-159
[PMID:
29180148]
Nurse Educ Today. 2021 Aug;103:104910
[PMID:
34000592]
Int J Environ Res Public Health. 2021 Dec 03;18(23):
[PMID:
34886502]
BMC Med Educ. 2019 Jul 22;19(1):273
[PMID:
31331319]
Nurse Educ Today. 2021 Aug;103:104948
[PMID:
33991900]
JMIR Serious Games. 2013 Dec 12;1(1):e3
[PMID:
25658754]
Med Teach. 2020 Apr;42(4):403-410
[PMID:
31738615]
Adv Health Sci Educ Theory Pract. 2021 May;26(2):683-711
[PMID:
33128662]
Adv Med Educ Pract. 2020 Oct 05;11:695-705
[PMID:
33117039]
Med Teach. 2015 Apr;37 Suppl 1:S27-32
[PMID:
25803590]
BMC Med Educ. 2019 Jun 25;19(1):230
[PMID:
31238926]
Nurse Educ Today. 2021 Jul;102:104930
[PMID:
33940482]
J Nurses Prof Dev. 2018 Mar/Apr;34(2):E1-E5
[PMID:
29481471]
Nurse Educ Today. 2019 Jan;72:73-76
[PMID:
30453202]
Chest. 2021 Oct;160(4):1424-1432
[PMID:
34029564]
Front Psychol. 2019 Dec 13;10:2843
[PMID:
31920872]
Arch Physiother. 2019 May 17;9:7
[PMID:
31139434]
Nurse Educ Today. 2019 Oct;81:34-38
[PMID:
31319349]
Clin Teach. 2018 Jun;15(3):268-269
[PMID:
29878598]
Nurse Educ Today. 2021 Nov;106:105062
[PMID:
34304100]
Curr Pharm Teach Learn. 2021 Oct;13(10):1293-1299
[PMID:
34521522]
J Pak Med Assoc. 2018 Jun;68(6):898-903
[PMID:
30325908]
Acad Med. 2018 Jul;93(7):1014-1020
[PMID:
29465450]
Int J Environ Res Public Health. 2020 Mar 26;17(7):
[PMID:
32224978]
J Microsc Ultrastruct. 2020 Nov 09;8(4):175-185
[PMID:
33623744]
JMIR Serious Games. 2021 Mar 24;9(1):e26007
[PMID:
33759800]
Anat Sci Educ. 2021 Sep;14(5):572-585
[PMID:
33900041]
J Nurses Prof Dev. 2019 Sep/Oct;35(5):255-260
[PMID:
31318733]
J Contin Educ Nurs. 2016 Aug 1;47(8):372-5
[PMID:
27467313]
Am J Pharm Educ. 2017 Sep;81(7):6265
[PMID:
29109566]
Healthcare (Basel). 2023 Feb 15;11(4):
[PMID:
36833112]
J Educ Health Promot. 2019 Mar 14;8:57
[PMID:
31008124]
BMJ Open. 2018 Mar 16;8(3):e019871
[PMID:
29549206]
Future Healthc J. 2020 Jun;7(2):112-115
[PMID:
32550277]
BMJ Open Qual. 2019 Mar 30;8(1):e000548
[PMID:
31206043]
