Effects of Game-Based Learning “Multi-Shevana” Titled Antibiotics on Knowledge and Satisfactions among Second Year Air Force Student Nurses, Academic Year 2022

Abstract

This quasi-experimental research aimed to compare knowledge and satisfaction of the topic of antibiotics of sophomore Air Force student nurses in 2022 academic year 2022 between 2 groups: one that learned through Game-Based Learning “Multi-Shevana” and another that received traditional learning. Samples were 50 second-year Air Force nursing students selected through simple random sampling and randomly assigned to an experimental and a control group with 25 samples in each group.

Research instruments were consisted of: 1) game-based learning “Multi-Shevana” for the experimental group and 2) instruments for data collection comprising of knowledge tests and satisfaction assessments with content validity (IOC) of 1.00 and 0.67-1.00 and the reliability of 0.74 (KR-20) and 0.94 (Cronbach’s Alpha Coefficient), respectively. Changes of knowledge scores and differences in satisfaction scores were analyzed using the t-test statistics.

The results showed that after applying the experiment 1) antibiotic knowledge mean scores of the experimental group after learning by Game-Based Learning “Multi-Shevana” (=12.76, SD3.17) was significantly higher than before the learning (=6.28, SD=1.60) with p<0.05; 2) antibiotic knowledge mean scores of the experimental group (=12.76, SD=3.17) were significantly higher than those in the control group (=10.08, SD=3.54) with p=0.01; and 3) The satisfaction mean scores of the experimental group (=3.96, SD=0.61) were significantly higher than those from the control group (=3.56, SD=0.50) with p<0.05.

The results suggested that game-based learning on antibiotics is effective in promoting knowledge, participation and satisfactions among learners. This will lead to effective educational management that gives learners knowledge and happiness.