Effects of Game-Based Learning on Nursing Students’ Knowledge of English Psychiatry Terminology
Keywords:
game-based learning, psychiatry terminology, knowledge, nursing studentsAbstract
Objective: To examine the effect of game-based learning on nursing students’ knowledge of English psychiatry terminology
Design: Two-group quasi-experimental research with a pre-test and a post-test
Methodology: A total of 60 undergraduate nursing students were recruited for this study and were randomly assigned to the control and experimental groups, 30 per group. The control group studied English psychiatry terminology from the ‘English Psychiatry Terminology’ book, whilst the experimental group studied English psychiatry terminology through playing English psychiatry terminology games. The data collection tool was the English psychiatry terminology
test, which was administered before and after the experiment. The data were analysed in terms of frequency, percentage, mean, and standard deviation, using Mann-Whitney U test, and Wilcoxon signed rank test.
Results: The experimental group’s mean post-test score on English psychiatry terminology knowledge was significantly higher than its pre-test score, at .001. After the intervention, the experimental group’s average score on English psychiatry terminology knowledge was also
significantly higher than the control group’s, at .001. On the other hand, no significant difference was found between the two groups’ mean scores on retention of English psychiatry terminologymemory.
Recommendations: Lecturers’ application of game-based learning to teaching can better integrate the contents of the course for the learners. This technique could contribute more effectively to the learners’ improvement of their knowledge of the course contents
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