Igrifikacija v zdravstveni negi

pregled literature

  • Nino Fijačko Univerza v Mariboru Fakulteta za zdravstvene vede, Žitna ulica 15, 2000 Maribor, Slovenija https://orcid.org/0000-0003-2722-0049
  • Lucija Gosak Univerza v Mariboru, Fakulteta za zdravstvene vede, Žitna ulica 15, 2000 Maribor, Slovenija https://orcid.org/0000-0002-8742-6594
  • Nika Debeljak Univerza v Mariboru, Fakulteta za zdravstvene vede, Žitna ulica 15, 2000 Maribor, Slovenija
  • Pavel Skok Univerza v Mariboru, Medicinska fakulteta, Taborska Ulica 8, 2000 Maribor, Slovenija https://orcid.org/0000-0003-2891-0295
  • Gregor Štiglic Univerza v Mariboru, Fakulteta za zdravstvene vede, Žitna ulica 15, 2000 Maribor, Slovenija https://orcid.org/0000-0002-0183-8679
  • Leona Cilar Univerza v Mariboru, Fakulteta za zdravstvene vede, Žitna ulica 15, 2000 Maribor, Slovenija https://orcid.org/0000-0002-6842-7751
Ključne besede: pedagogika, elementi iger, predmetnik, učne enote

Povzetek

Uvod: V sodobnem času tradicionalna didaktika izgublja svoj pomen, saj v izobraževalni sistem vstopajo nove generacije študentov, ki zahtevajo novejše andragoške pristope, kakršna je na primer igrifikacija. Namen članka je predstaviti igrifikacijo kot nov andragoški koncept in njen vpliv na izobraževanje v zdravstveni negi.
Metode: S kombinacijo aplikacij 2dSearch, Publish or Perish in PubMed2XL ter zastavljenimi kriteriji smo z iskalnikoma Google Scholar in Medline / PubMed izvedli iskanje, analizo in sintezo raziskav, ki se nanašajo na igrifikacijo v povezavi z učnim procesom v zdravstveni negi. Z orodjem MMAT (Mixed Methods Appraisal Tool) je bila izvedena ocena stopnje metodološke kakovosti raziskav.
Rezultati: V končno analizo je bilo vključenih devet raziskav, ki so se nanašale na igrifikacijo v učnih enotah zdravstvene nege. Najpogosteje so bili vključeni elementi igre v obliki značk in povratnih informacij. Večina raziskav ugotavlja, da igrifikacija pozitivno vpliva na študente zdravstvene nege v obliki dviga motivacije in sodelovanja, le ena raziskava poroča o negativnih vplivih v obliki neprimernosti in neučinkovitosti. Ocena vključenih raziskav po orodju MMAT je prikazala srednjo stopnjo metodološke kakovosti.
Diskusija in zaključek: Igrifikacija je relativno nov koncept na področju učnih enot v zdravstveni negi in predstavlja potencial za naprednejši način posredovanja informacij. V prihodnosti bi bilo treba izvesti raziskave, ki bi razjasnile koncept in preverile možnosti implementacije igrifikacije v učno okolje v Sloveniji.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Adams, N.E., 2015. Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), p. 152. https://doi.org/10.3163/1536-5050.103.3.010

Alabbasi, D., 2018. Exploring teachers perspectives towards using gamification techniques in online learning. The Turkish Online Journal of Educational Technology, 17(2), pp. 34–45.

Alsawaier, R.S., 2018. The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), pp. 56–79. https://doi.org/10.1108/IJILT-02-2017-0009

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., et al., 2009. A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Abridged ed., 1st ed. London: Pearson.

Attali, Y. & Arieli-Attali, M., 2015. Gamification in assessment: do points affect test performance. Computer Education, 83, pp. 57–63. https://doi.org/10.1016/j.compedu.2014.12.012

Baker, P.M., Bujak, K.R. & DeMillo, R., 2012. The evolving university: disruptive change and institutional innovation. Procedia Computer Science, 14, pp. 330–335. https://doi.org/10.1016/j.procs.2012.10.037

Balliu, V. & Belshi, M., 2017. Modern teaching versus traditional teaching: Albanian teachers between challenges and choices. European Journal of Multidisciplinary Studies, 2(4), pp. 20–26. https://doi.org/10.26417/ejms.v4i4.p20-26

Banfield, J. & Wilkerson, B., 2014. Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research, 7(4), pp. 291–298. https://doi.org/10.19030/cier.v7i4.8843

Barata, G., Gama, S., Jorge, J. & Goncalves, D., 2013. Improving participation and learning with gamification. In: Gamification ‘13 Proceedings of the First International Conference on Gameful Design, Research, and Applications, 02.-04. October 2013. New York, USA: ACM Press, pp. 10–17. https://doi.org/10.1145/2583008.2583010

Bech, M. & Gyrd-Hansen, D., 2005. Effects coding in discrete choice experiments. Health economics, 14(10), pp. 1079–1083. https://doi.org/10.1002/hec.984 PMid:15852455

Ben-Zvi, T., 2010. The efficacy of business simulation games in creating Decision Support Systems: an experimental investigation. Decision Support Systems, 49(1), pp. 61–69. https://doi.org/10.1016/j.dss.2010.01.002

Bloom, B., 1956. Taxonomy of educational objectives: the classification of educational goals. Harlow: Longman.

Boeker, M., Andel, P., Vach, W. & Frankenschmidt, A., 2013. Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third year medical students. Plos One, 8(12), art. ID e82328. https://doi.org/10.1371/journal.pone.0082328 PMid:24349257; PMCid:PMC3857775

Boskic, N. & Hu, S., 2015. Gamification in higher education: how we changed roles. In: European Conference on Games Based Learning. Reading, UK: Academic Conferences and Publishing International Limited, pp. 741–748.

Brom, C., Šisler, V. & Slavik, R., 2009. Implementing digital game-based learning in schools: augmented learning environment of 'Europe 2045'. Multimedia Systems, 16(1), pp. 23–41. https://doi.org/10.1007/s00530-009-0174-0

Brull, S. & Finlayson, S., 2016. Importance of gamification in increasing learning. The Journal of Continuing Education in Nursing, 47(8), pp. 372–375. https://doi.org/10.3928/00220124-20160715-09 PMid:27467313

Buckley, P. & Doyle, E., 2014. Gamification and student motivation. Interactive Learning Environments, 6, pp. 1162–1175. https://doi.org/10.1080/10494820.2014.964263

Castro, T.C. & Gonçalves, L.S., 2018. The use of gamification to teach in the nursing field. Revista Brasileira de Enfermagem, 71(3), pp. 1038–1045. https://doi.org/10.1590/0034-7167-2017-0023 PMid:29924165

Cato, M, 2012. Using simulation in nursing education, In: P. Jeffries, ed. Simulation in nursing education: from conceptualization to evaluation. 2nd ed. New York: National League for Nursing.

Cheong, C., Filippou, J. & Cheong, F., 2014. Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), pp. 233–244.

Chia, P., 2013. Using a virtual game to enhance simulation based learning in nursing education. Singapore Nursing Journal, 40(3), pp. 21–26.

Cohen, A.M., 2011. The gamification of education. Futurist, 45(5), pp. 16–17. https://doi.org/10.1111/j.1365-2923.2011.04139.x

Conklin, J., 2005. A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives complete. Educational Horizons, 83(3), pp. 154–159.

Dankbaar, M., 2017. Serious games and blended learning; effects on performance and motivation in medical education. Perspectives on Medical Education, 6(1), pp. 58–60. https://doi.org/10.1007/s40037-016-0320-2 PMid:27975195; PMCid:PMC5285280

Davidson, S.J. & Candy, L., 2016. Teaching EBP using gamebased learning: improving the student experience. Worldviews on Evidence-Based Nursing, 13(4), pp. 285–293. https://doi.org/10.1111/wvn.12152 PMid:27028987

De-Marcos, L., Domınguez, A., Saenz-de-Navarrete, J. & Pages, C., 2014. An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, pp. 82–91. https://doi.org/10.1016/j.compedu.2014.01.012

de Sousa Borges, S., Durelli, V.H., Reis, H.M. & Isotani, S., 2014. A systematic mapping on gamification applied to education. In: Proceedings of the 29th annual ACM symposium on applied computing, pp. 216–222. https://doi.org/10.1145/2554850.2554956

Des Armier Jr., D., Shepherd, C.E. & Skrabut, S., 2016. Using game elements to increase student engagement in course assignments. Journal of College Teaching, 64(2), pp. 64–72. https://doi.org/10.1080/87567555.2015.1094439

Deterding, S., Dixon, D., Khaled, R. & Nacke, L., 2011. From game design elements to gamefulness: defining gamification. In: MindTrek ‘11 Proceedings of the 15th International Academic MindTrek conference: envisioning future media environments, 28.-30. September 2011. Finland, Tampere: ACM, pp. 9–15. https://doi.org/10.1145/2181037.2181040

Dicheva, D., Dichev, C., Agre, G. & Angelova, G., 2015. Gamification in education: a systematic mapping study. Educational Technology & Society, 18(3), pp. 75–88.

El-Hilly, A.A., Iqbal, S.S., Ahmed, M., Sherwani, Y., Muntasir, M., Siddiqui, S., et al., 2016. Game on. Smoking cessation through the gamification of mHealth: a longitudinal qualitative study. JMIR Serious Games, 4(2), art. ID e18. https://doi.org/10.2196/games.5678 PMid:27777216; PMCid:PMC5099502

Fan, K-K., Xiao, P. & Su, C-H., 2015. The effects of learning styles and meaningful learning on the learning achievement of gamification health education curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), pp. 1211–1229. https://doi.org/10.12973/eurasia.2015.1413a

Faiella, F. & Ricciardi, M., 2015. Gamification and learning: a review of issues and research. Gamification and Serious Game for Learning, 11(3), pp. 13–21.

Foli, K. J., Karagory, P. & Kirby, K., 2016. An exploratory study of undergraduate nursing students' perceptions of digital badges. Journal of Nursing Education, 55(11), pp. 640–644. https://doi.org/10.3928/01484834-20161011-06 PMid:27783818

Gallegos, C., Tesar, A.J., Connor, K. & Martz, K., 2017. The use of a game-based learning platform to engage nursing students: a descriptive, qualitative study. Nurse Education in Practice, 27, pp. 101–106. https://doi.org/10.1016/j.nepr.2017.08.019 PMid:28881322

Garnett, T. & Button, D., 2018. The use of digital badges by undergraduate nursing students: a three-year study. Nurse Education in Practice, 32, pp. 1–8. https://doi.org/10.1016/j.nepr.2018.06.013 PMid:29981502

Gentry, S.V., Gauthier, A., Ehrstrom, B.L.E., Wortley, D., Lilienthal, A., Car, L.T., et al., 2019. Serious gaming and gamification education in health professions: systematic review. Journal of Medical Internet Research, 21(3), p. e12994. https://doi.org/10.2196/12994 PMid:30920375; PMCid:PMC6458534

Hamari, J., Shernoff, D.J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T., 2016. Challenging games help students learn: an empirical study on engagement, flow and immersion in gamebased learning. Computers in Human Behavior, 54, pp. 170–179. https://doi.org/10.1016/j.chb.2015.07.045

Halcomb, E.J., 2019. Appraising mixed methods research. In: P. Liamputtong, ed. Handbook of research methods in Health Social Sciences. Singapore: Springer, pp. 1051–1067. https://doi.org/10.1007/978-981-10-5251-4_121

Hanus, M.D. & Fox, J., 2014. Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, pp. 152–161. https://doi.org/10.1016/j.compedu.2014.08.019

Harzing, A.W., 2007. Publish or Perish. Available at: https://harzing.com/resources/publish-or-perish [17. 6. 2019].

Harzing, A.W., 2019. Two new kids on the block: how do Crossref and Dimensions compare with Google Scholar, Microsoft Academic, Scopus and the Web of Science. Scientometrics, 120(1), pp. 341–349. https://doi.org/10.1007/s11192-019-03114-y

Hong, Q.N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Margaret C., et al., 2018. Mixed methods appraisal tool (MMAT), version 2018. Available at http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127425851/MMAT_2018_criteriamanual_2018-04-04.pdf [28. 7. 2019].

Hung, A.C.Y., Zarco, E., Yang, M., Demibicki, D. & Kase, M., 2017. Gamification in the wild: faculty perspectives on gamifying learning in higher education. Issues and Trends in Educational Technology, 5(2), pp. 4–22.

Isaak, D., 2016. PubMed2XL (version 2.01). Journal of the Medical Library Association, 104(1), pp. 92–94. https://doi.org/10.3163/1536-5050.104.1.023 PMCid:PMC4722658

Keller, J.M, 1987. Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), p. 2. https://doi.org/10.1007/BF02905780

Khaleel, F.L., Ashaari, N.S., Wook, T.S.M.T. & Ismail., A., 2016. Gamification elements for learning applications. International Journal on Advanced Science Engineering Information Technology, 6(6), pp. 868–874. https://doi.org/10.18517/ijaseit.6.6.1379

Kim, B., 2015. Understanding Gamification. Chicago: Library Technology.

Kinder, F.D. & Kurz, J.M., 2018. Gaming strategies in nursing education. Teaching and Learning in Nursing, 13, pp. 212–214. https://doi.org/10.1016/j.teln.2018.05.001

Kopcha, T.J., Ding, L., Lund Neumann, K. & Choi, I., 2016. Teaching technology integration to K-12 educators: a 'Gamified' approach. TechTrends, 60(1), pp. 62–69. https://doi.org/10.1007/s11528-015-0018-z

Kurz, J.M. & Kinder, F.D., 2017. Using the "Kahoot.it" game to enhance undergraduate nursing students' learning. Available at: https://sigma.nursingrepository.org/handle/10755/621457 [18. 7. 2019].

Landers, R.N., 2014. Developing a theory of gamified learning: linking serious games and gamification of learning. Simulation & Gaming, 45(6), pp. 752–768. https://doi.org/10.1177/1046878114563660

Lespiau, F. & Tricot, A., 2019. Using primary knowledge: an efficient way to motivate students and promote the learning of formal reasoning. Educational Psychology Review, 31(4), pp. 915–938. https://doi.org/10.1007/s10648-019-09482-4

Lederman, N.G. & Lederman, J.S., 2015. What is a theoretical framework: practical answer. Journal of Science Teacher Education, 26(7), pp. 593–597. https://doi.org/10.1007/s10972-015-9443-2

Mackavey, C. & Cron, S., 2019. Innovative strategies: increased engagement and synthesis in online advanced practice nursing education. Nurse Education Today, 76, pp. 85–88. https://doi.org/10.1016/j.nedt.2019.01.010 PMid:30776533

Mawhirter, D.A. & Garofalo, P.F., 2016. Expect the unexpected: simulation games as a teaching strategy. Clinical Simulation in Nursing, 12(4), pp. 132–136. https://doi.org/10.1016/j.ecns.2015.12.009

Mora, A., Riera, D., Gonzalez, C. & Arnedo-Moreno, J., 2017. Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29(3), pp. 516–548. https://doi.org/10.1007/s12528-017-9150-4

Morillas Barrio, C., Munoz-Organero, M. & Sanchez Soriano, J., 2016. Can gamification improve the benefits of student response systems in learning: an experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), pp. 429–438. https://doi.org/10.1109/TETC.2015.2497459

Moritz, S.C., 2017. Examination of badges to increase nursing student engagement: a quasi-experimental study: doctoral dissertation. Minneapolis: Capella University.

Naik, V. & Kamat, V., 2015. Adaptive and gamified learning environment (AGLE). In: 2015 IEEE Seventh International Conference on Technology for Education (T4E), 10.-12. December 2015. India, Warangal: The Institute of Electrical and Electronics Engineers, pp. 7–14. https://doi.org/10.1109/T4E.2015.23

Nevin, C.R., Westfall, A.O., Rodriguez, J.M., Dempsey, D.M. & Cherrington, A., 2013. Gamification as a tool for enhancing graduate medical education. Postgraduate Medical Journal, 90(1070), pp. 685–693. https://doi.org/10.1136/postgradmedj-2013-132486 PMid:25352673; PMCid:PMC4285889

Noraddin, E., 2015. Three learning potentials in digital games: perception of Malaysian university teachers. The Online Journal of Distance Education and e-Learning, 3(3), pp. 78–89.

Noyes, J.A., Welch, P.M., Johnson, J.W. & Carbonneau, K.J., 2020. A systematic review of digital badges in healthcare education. Medical Education. In Print. https://doi.org/10.1111/medu.14060 PMid:31971267

Polit, D.F., & Beck, C.T., 2018. Essentials of nursing research: appraising evidence for nursing practice. 9th ed. Philadelphia: Lippincott Williams & Wilkins.

Roche, C.C., Wingo, N.P., Westfall, A.O., Azuero, A., Dempsey, D.M. & Willig, J.H., 2018. Educational analytics: a new frontier for gamification. Computers, informatics, nursing, 36(9), p. 458. https://doi.org/10.1097/CIN.0000000000000455 PMid:29985195; PMCid:PMC6133730

Roche, C.C., Wingo, N.P. & Willig, J.H., 2017. Kaizen: an innovative team learning experience for first-semester nursing students. Journal of Nursing Education, 56(2), pp. 124–124. https://doi.org/10.1097/CIN.0000000000000455 PMid:29985195; PMCid:PMC6133730

Royse, M.A., & Newton, S.E., 2007. How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives, 28(5), pp. 263–267.

Rutar Ilc, Z., 2003. Pristopi k poučevanju, preverjanju in ocenjevanju. Ljubljana: Zavod Republike Slovenije za šolstvo.

Ryan, R.M. & Deci, E.L., 2000. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), pp. 54–67. https://doi.org/10.1006/ceps.1999.1020 PMid:10620381

Sackmann, R. & Winkler, O., 2013. Technology generations revisited: the internet generation. Gerontechnology, 11(4), pp. 493–503. https://doi.org/10.4017/gt.2013.11.4.002.00

Sanchez, D.R., Langer, M. & Kaur, R., 2020. Gamification in the classroom: examining the impact of gamified quizzes on student learning. Computers & Education, 144, art. ID 103666. https://doi.org/10.1016/j.compedu.2019.103666

Sardi, L., Idri, A. & Fernández-Alemán, J.L., 2017. A systematic review of gamification in e-Health. Journal of Biomedical Informatics, 71, pp. 31–48. https://doi.org/10.1016/j.jbi.2017.05.011 PMid:28536062

Sera, L. & Wheeler, E., 2017. Game on: the gamification of the pharmacy classroom. Currents in Pharmacy Teaching and Learning, 9(1), pp. 155–159. https://doi.org/10.1016/j.cptl.2016.08.046 PMid:29180148

Simões, J., Redondo, R.D. & Vilas, A.F., 2013. A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), pp. 345–353. https://doi.org/10.1016/j.chb.2012.06.007

Skiba, D.J., Barton, A.J., Estes, K., Gilliam, E., Knapfel, S., Lee, C., et al., 2016. Preparing the next generation of advanced practice nurses for connected care. Studies in Health Technology and Informatics, 225, pp. 307–313.

Subhash, S. & Cudney, E. S., 2018. Gamified learning in higher education: a systematic review of the literature. Computers in Human Behavior, 87, pp. 192–206. https://doi.org/10.1016/j.chb.2018.05.028

Toda, A., Valle, P.H.D. & Isotani, S., 2018. The dark side of gamification: an overview of negative effects of gamification in education. In: A. Cristea, I. Bittencourt, F. Lima, eds. Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions Communications in Computer and Information Science, 832. Springer, Cham, pp. 143–156. https://doi.org/10.1007/978-3-319-97934-2_9

Turan, Z., Avinc, Z., Kara, K. & Goktas, Y., 2016. Gamification and education: achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning, 11(7), pp. 65–69. https://doi.org/10.3991/ijet.v11i07.5455

Urh, M., Vukovic, G., Jereb, E. & Pintar, R., 2015. The model for introduction of gamification into e-learning in higher education. Procedia - Social and Behavioral Sciences, 97, pp. 388–397. https://doi.org/10.1016/j.sbspro.2015.07.154

Uskov, V.L., Bakken, J.P., Pandey, A., Singh, U., Yalamanchili, M. & Penumatsa, A., 2016. Smart university taxonomy: Features, components, systems. Smart Innovation, Systems and Technologies, 59, pp. 3–14. https://doi.org/10.1007/978-3-319-39690-3_1

Zichermann, G. & Cunningham, C., 2011. Gamification by Design: implementing game mechanics in web and mobile apps. Cambridge: O'Reilly Media.

White, M. & Shellenbarger, T., 2018. Gamification of nursing education with digital badges. Nurse Educator, 43(2), pp. 78–82. https://doi.org/10.1097/NNE.0000000000000434 PMid:28817476

Woo, J.C., 2014. Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), pp. 291–307.

Objavljeno
2020-06-23
Kako citirati
Fijačko, N., Gosak, L., Debeljak, N., Skok, P., Štiglic, G. in Cilar, L. (2020) Igrifikacija v zdravstveni negi, Obzornik zdravstvene nege, 54(2), str. 133-152. doi: 10.14528/snr.2020.54.2.2991.
Rubrike
Pregledni znanstveni članek