遊戲化自我調節方法促進護理學生利奧波德技能表現的成效

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姓名	黃金綉(Intan Setiani) 查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	遊戲化自我調節方法促進護理學生利奧波德技能表現的成效 (The Effect of Gamification with Self-Regulated Approach to Promoting Nursing Students’ Leopold’s Maneuvers Performance)
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摘要(中)	護理專業培訓中，教會護理學生應用利奧波德技能評估懷孕婦女腹中胎兒的姿勢和位置，對於待產婦女適當的分娩介入措施至關重要。醫療人員需要了解懷孕婦女，第三孕期腹中胎兒的位置和健康狀況，可藉由利奧波德技能的評估，有助於揭示懷孕婦女腹中胎兒胎姿 (fetal lie)、胎位 (fetal position)、先露部位之軟硬度、固定及下降程度等，等到近預產期待產時，護理專業人員也可藉由此法來辨認胎產式 (fetal presentation)。以便在適當的情況下輔助醫師做出正確決策。然而，由於護理標準訓練中的臨床個案有限，以致利奧波德技能實際操作的機會有限，學生往往難以將課堂所學的知識及技能應用於臨床真實情境。為了解決這個問題，本研究提出遊戲化自我調節的利奧波德技能教學方法，為驗證此方法的有效性，透過Gather.town 平台，將利奧波德技能遊戲化與自我調節學習策略相結合，設計數位化的遊戲學習環境。本研究採用準實驗研究方法，將 55 名護理系三年級學生分配到實驗組（28 人）和對照組（27 人）。兩組都透過數位化的Gather.town遊戲環境學習。而實驗組學生加上自我調節方法，學習利奧波德技能評估相關知識；控制組學生則採用單純遊戲方式學習利奧波德技能評估相關知識。實驗結果表明，實驗組學生使用遊戲化自我調節的利奧波德技能教學方法，在學習表現、學習動機和自我效能上都比使用單純遊戲化方法學習的學生顯著進步。且經本研究半結構性問卷的質性數據分析也支持了這些發現，強調實驗組學生對遊戲化自我調節學習策略的看法表達認同。本實驗透過基於遊戲化自我調節的利奧波德技能教學方法相結合，對護理專業學生的利奧波德技能評估相關知識產生正面積極影響。護理教育者和研究者未來可考慮持續將專業知識與遊戲化自我調節教學策略相結合，以促進優質的護理教育及培育護理專業人才。
摘要(英)	Assessing the fetal appearance and position is crucial for determining appropriate labor interventions. Healthcare or midwifery nurses need to know the fetus′s position and health to make informed decisions about inducing labor. Additionally, providing continuous support to the patient during labor is essential. The use of Leopold′s techniques can help reveal the process of fetal positioning and monitoring. However, students often struggle to apply what they learn in the classroom to real-world challenges due to limited opportunities for clinical experience and practical application in standard training. To address this, we propose and investigate an approach that integrates gamification with a self-regulated learning strategy within a digital game-based learning environment utilizing Gather.town. The objective is to enhance the learning performance, learning motivation, self-efficacy, and views of nursing students following the utilization of this system. A quasi-experimental investigation was conducted using a pre-test and post-test design. The study employed a mixed methods approach, collecting data from both quantitative and qualitative sources. A total of 55 third-year nursing students were assigned to the experimental group (n = 28) and a control group (n = 27) at a nursing school in northern Taiwan. The experimental group used gamification with a self-regulated learning approach, meanwhile, the control group utilized gamification without a self-regulated approach. Both groups utilized the same digital game-based learning environment with Gather.town for their learning. Nursing students were assessed on their learning performance of Leopold′s maneuvers skills, learning motivation, and self-efficacy before and after the experiment. Additionally, both groups answered seven open-ended questionnaires to provide their perceptions after learning about this system. The experimental group, employing the suggested methodology, attained significantly higher learning performance, learning motivation, self-efficacy, and perceptions compared to the control group. The results indicate that nursing students using gamification with self-regulated learning strategies in a digital game-based environment showed significant improvements in learning performance, learning motivation, and self-efficacy over those using gamification without a self-regulated learning approach. Quantitative analysis revealed higher post-test scores in learning performance and higher post-questionnaire scores in learning motivation and self-efficacy in the experimental group. Qualitative data from open-ended questionnaires supported these findings, highlighting enhanced positive perceptions towards self-regulated learning strategies in the experimental group. The integration of gamification with self-regulated learning through a digital game-based learning environment shows a positive impact on nursing students′ Leopold′s maneuvers skills. Researchers and educators in the field of nursing ought to consider how to incorporate technology and instructional practices to improve nursing education.
關鍵字(中)	★ 遊戲化 ★ 基於網路遊戲的環境 ★ 自我調節學習 ★ 利奧波德手法 ★ 護理教育	關鍵字(英)	★ gamification ★ online game-based environment ★ self-regulated learning ★ Leopold’s maneuvers ★ nursing education
論文目次	中文摘要 i ABSTRACT ii ACKNOWLEDGMENT iv TABLE OF CONTENTS vi LIST OF TABLES viii LIST OF FIGURES ix CHAPTER I INTRODUCTION 1 1-1 Background & Identification of Problems 1 1-2 Objectives of the Study 2 1-3 Focus and Research Questions 3 1-4 Definitions of Key Terms 3 CHAPTER II LITERATURE REVIEW 7 2-1 Gamification 7 2-2 Self-Regulated Learning 10 2-3 Leopold’s Maneuvers 13 2-4 Gamification to enhance cognitive and affective skills for nursing students 15 2-5 Summary of Literature Review 17 CHAPTER III SYSTEM DESIGN 19 3-1 Design Rationale of Gamification with and without Self-Regulated Learning to Learn Leopold’s Maneuvers 19 3-2 Learning Material 23 3-3 System Architecture 25 3-3-1 Self-regulated learning module 26 3-3-2 Gamification module 29 3-4 Flowchart of the system 37 CHAPTER IV RESEARCH METHODOLOGY 40 4-1 Research Design 40 4-2 Research Subject 41 4-3 Research Instruments 41 4-3-1 Pre-Test and Post-Test of learning performance 42 4-3-2 Questionnaire of learning motivation 43 4-3-3 Questionnaire of self-efficacy 43 4-3-4 Open-ended questionnaires of students’ perception 44 4-4 Experimental Procedure 45 4-5 Data collection technique and analysis 47 4-5-1 Analysis of Covariance (ANCOVA) 47 4-5-2 Independent Samples T-test 48 4-5-3 Students’ perception 48 CHAPTER V RESULT & DISCUSSION 49 5-1 Results 49 5-1-1 Learning Performance 49 5-1-2 Learning Motivation 50 5-1-3 Self-efficacy 51 5-1-4 Students’ perceptions 52 5-2 Discussions 53 CHAPTER VI CONCLUSIONS & SUGGESTIONS 56 6-1 Conclusions 56 6-2 Contributions of the Study 57 6-2-1 Academic contribution 58 6-2-2 Application contribution 58 6-3 Limitations and Suggestions 59 REFERENCES 60 Appendix 1. Pre-test questions 74 Appendix 2. Post-test questions 78 Appendix 3. Questionnaires of Learning Motivation 83 Appendix 4. Questionnaires of Self-Efficacy 85 Appendix 5. Open-ended questionnaires for students learning perception 87 Appendix 6. Goal Setting while in system 88 Appendix 7. Task while in system 89 Appendix 8. Self-evaluation while in system 92 Appendix 9. Descriptions and examples for open-ended questionnaires results 93
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指導教授	楊接期張靜宜(Jie-Chi Yang Ching-Yi Chang)	審核日期	2024-1-18
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