The Learning Happiness and Satisfaction Towards Teaching and Learning Activities using Gamification Techniques in the Course of Psychiatric and Mental Health Nursing among Nursing Students in a Private University
Keywords:
Learning activity, gamification, happiness, satisfaction, nursing studentsAbstract
This quasi-experimental study aimed to evaluate the impact of gamification techniques on learning happiness and satisfaction among nursing students in a Psychiatric and Mental Health Nursing course at a private university. The sample consisted of 104 third-year nursing students enrolled during the academic year 2023. These students participated in group-based online gamification activities integrated into their learning sessions over an 11-week period. Knowledge assessments were conducted post-activity for 30 minutes per session. The research instruments included a learning happiness assessment form and a satisfaction questionnaire on the gamified teaching and learning activities. Data were analyzed using descriptive statistics and paired t-tests.
The results revealed that the post-test learning happiness score (M = 4.64, SD = 0.46) was significantly higher than the pre-test score (M = 4.12, SD = 0.57), with a t-value of -7.857 (p < .001). Additionally, the average satisfaction score for the gamification-based teaching method was high (M = 4.62, SD = 0.48). These findings suggest that incorporating gamification into teaching strategies can enhance student engagement, learning happiness, and overall satisfaction. Further refinement of the gamification approach, including more interactive, enjoyable, and challenging game-based activities, is recommended for future applications in this subject.
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