Enhancing Nursing Students' Engagement and Critical Thinking in Anatomy and Physiology Through Gamified Teaching: A Non-Equivalent Quasi-Experimental Study.
Background: Gamification may enhance engagement and higher-order learning in health-care profession education, but evidence from undergraduate nursing programs—particularly in the Middle East—is limited. We evaluated whether integrating structured gamified activities into an anatomy and physiology c...
| Publicado en: | Nursing Reports Vol. 15; no. 9; pp. 333 - 345 |
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| Autores principales: | , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
MDPI
Sep2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188321298&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188321298 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Sep2025 vid: 15 iid: 9 pid: 97109 pub: MDPI artinfo: ui: 188321298 188321298 188321298 10.3390/nursrep15090333 188321298 ppf: 333 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Enhancing Nursing Students' Engagement and Critical Thinking in Anatomy and Physiology Through Gamified Teaching: A Non-Equivalent Quasi-Experimental Study. aug: au: Alturaiki, Sommanah Mohammed Gaballah, Mastoura Khames El Arab, Rabie Adel affil: Almoosa College of Health Sciences, Al Ahsa 36422, Saudi Arabia sug: subj: Education, Nursing, Baccalaureate Students, Nursing, Baccalaureate Saudi Arabia Anatomy Education Physiology Education Critical Thinking Evaluation Gamification Teaching Methods Learning Methods Student Knowledge Evaluation Outcomes of Education Evaluation Age Factors Academic Performance Human Male Female Adolescence Adult Middle East Nonrandomized Trials Nonequivalent Control Group Descriptive Statistics Quasi-Experimental Studies Saudi Arabia Clinical Trials Confidence Intervals Pretest-Posttest Control Group Design Wilcoxon Signed Rank Test kappa Statistic Mann-Whitney U Test Pearson's Correlation Coefficient Parametric Statistics Unpaired T-Tests Paired T-Tests Data Analysis Software Funding Source Scales Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Gamification may enhance engagement and higher-order learning in health-care profession education, but evidence from undergraduate nursing programs—particularly in the Middle East—is limited. We evaluated whether integrating structured gamified activities into an anatomy and physiology course improves class engagement and knowledge-based critical thinking. Methods: In this pragmatic, nonrandomized, section-allocated quasi-experimental study at a single Saudi institution, 121 first-year female nursing students were assigned by existing cohorts to traditional instruction (control; n = 61) or instruction enhanced with gamified elements (intervention; n = 60) groups. The intervention (introduced mid-semester) comprised time-limited competitive quizzing with immediate feedback and aligned puzzle tasks. Outcomes were measured at baseline, mid-semester, and end-semester using a four-item Class Engagement Rubric (CER; scale 1–5) and a 40-item high-cognitive multiple-choice (MCQ) assessment mapped to course objectives. Analyses used paired and independent t-tests with effect sizes and 95% confidence intervals. Results: No attrition occurred. From baseline to end-semester, the intervention group had a mean CER increase of 0.59 points (95% CI, 0.42 to 0.76; p < 0.001)—approximately a 15% relative gain—and a mean MCQ increase of 0.30 points (95% CI, 0.18 to 0.42; p < 0.001), an ~8% relative gain. The control group showed no material change over the same interval. Between-group differences in change favored the intervention across CER items and for the MCQ outcome. Semester grade-point average did not differ significantly between groups (p = 0.055). Conclusions: Embedding a brief, structured gamification package within an undergraduate nursing anatomy and physiology course was associated with measurable improvements in classroom engagement and modest gains in knowledge-based critical thinking, with no detectable effect on overall semester GPA. Given the nonrandomized, single-site design, causal inference is limited. Multi-site randomized trials using validated critical-thinking instruments are warranted to confirm effectiveness and define dose, durability, and generalizability. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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