Samuel, V., Llaguno, M., Mary Beth, M., Cabalsa, M., Mahmoud, H. (2022). Digital Gamification: An Innovative Pedagogy for Anatomy and Physiology Course Among Medical-Surgical Nursing Students. Assiut Scientific Nursing Journal, 10(28), 1-14. doi: 10.21608/asnj.2022.110919.1282
Vivian Magdi Samuel; Maria Blesilda Blesilda Llaguno; Mini Rani Mary Beth; Medel Oabel Cabalsa; Heba Mahmoud Mahmoud. "Digital Gamification: An Innovative Pedagogy for Anatomy and Physiology Course Among Medical-Surgical Nursing Students". Assiut Scientific Nursing Journal, 10, 28, 2022, 1-14. doi: 10.21608/asnj.2022.110919.1282
Samuel, V., Llaguno, M., Mary Beth, M., Cabalsa, M., Mahmoud, H. (2022). 'Digital Gamification: An Innovative Pedagogy for Anatomy and Physiology Course Among Medical-Surgical Nursing Students', Assiut Scientific Nursing Journal, 10(28), pp. 1-14. doi: 10.21608/asnj.2022.110919.1282
Samuel, V., Llaguno, M., Mary Beth, M., Cabalsa, M., Mahmoud, H. Digital Gamification: An Innovative Pedagogy for Anatomy and Physiology Course Among Medical-Surgical Nursing Students. Assiut Scientific Nursing Journal, 2022; 10(28): 1-14. doi: 10.21608/asnj.2022.110919.1282
Digital Gamification: An Innovative Pedagogy for Anatomy and Physiology Course Among Medical-Surgical Nursing Students
1Lecturer, Faculty of Nursing, Nursing Education Department, Alexandria Univesity, Egypt
2Assistant professor, College of Applied Medical Sciences, Department of Nursing, King Faisal Univesity, Saudi Arabia
3Lecturer, College of Applied Medical Sciences, Department of Nursing, King Faisal Univesity, Saudi Arabia
4Assistant Professor, College of Nursing, Riyadh Elm University, Kingdom of Saudi Arabia
5Lecturer, Medical Surgical Department, Faculty of Nursing Alexandria University, Egypt
Abstract
Background: Being an educator for such digitally-oriented generation has become a great challenge for higher education educators that requires changes in teaching–learning approaches to fulfil the academic objectives of all domains. As a result of the outbreak of COVID-19 this change has become a must. Games introduce to us great chances to achieve that in a funny way. Since anatomy and physiology as a subject matter containing lots of diagrams and difficult concepts especially when being taught to first level nursing students, this will act as a challenge to prove the effectiveness of such a newly-induced approach. Aim of the Study: To investigate the effectiveness of digital gamification an innovative pedagogy for anatomy and physiology course among medical-surgical nursing students. Sampling: Random sample of 100 students, 50 students for each. Design: A longitudinal experimental research design was used in this study. Setting: The study was conducted in the Anatomy and Physiology laboratories of the Nursing Department, College of Applied Medical Sciences at King Faisal University. Tools: The data were collected using Lab Learning Activities Effectiveness Scale as well as midterm and final exams. Results: Mobile educational games significantly affect students’ learning as well as attitudes towards themselves, teachers, course content. The students reported significant raise in their learning management skills, information retainability, attentiveness and motivation in laboratory sessions as compared to using traditional tasks. Conclusion: Digital games utilization greatly improves the students’ achievement and enhances positive attitudes while the conduction of Anatomy and Physiology course. Recommendation: Use mobile digital games not only in such course but also to try it with other courses and specialties.
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