Effects of Cooperative Gamification with Peer-assisted Learning on Learning Achievement Outcomes in the Nursing Process and Health Assessment Course

Abstract

The objective of this quasi-experimental study was to compare the effectiveness of gamification and peer-assisted learning versus the conventional teaching method on learning achievement outcomes toward the nursing process and health assessment course. The sample group consists of 60 second-year nursing students selected by simple random sampling using an electronic randomizer, divided into an experimental group of 30 students and a control group of 30 students. The research instrument was gamification-based learning and buddy. Data collection instruments were the head-to-toe physical examination assessment form, multiple-choice exams assessing health status from physical examination of all body systems, and satisfaction assessment questionnaires on learning and teaching through cooperative gaming and peer assistance. Data analysis included mean and standard deviation, comparing pre- and post-test scores within the experimental group using the Paired t-test, and comparing test scores between the experimental and control groups using independent t-test.

The research findings revealed that overall satisfaction with the learning and teaching activities through gamification-based learning and buddy was at the highest level (Mean = 4.60, S.D. = 0.56). After participating in the cooperative gaming with peer assistance learning activities, the experimental group had significantly higher levels of health assessment scores compared to before participating in the learning activities, with statistical significance (p-value < 0.001), and significantly higher scores compared to the control group with statistical significance (p-value < 0.05). Additionally, the experimental group had significantly higher scores in the head-to-toe physical examination assessment after participating in the learning activities, with statistical significance (p-value < 0.05). However, there was no significant difference between the groups in terms of head-to-toe physical examination scores before participating in the learning activities. In conclusion, teaching and learning through gamification-based learning and buddy helped develop knowledge in health assessment and physical examination skills for nursing students in the experimental group, serving as an effective measurement in collaborative learning skill development.