| dc.description.abstract | 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. | en_US |