Digital Tools for Learning Diabetes: Combination of Animation and Gamification
COVID-19, a global epidemic that affects the world, has created significant changes in many areas, especially in the health system. One of the most affected areas is nursing education. The content of nursing education focuses on cognitive, psychomotor and affective areas. In order for nursing education to be successful, important initiatives should be provided in the education of these areas. However, difficulties were encountered in the distance education process.
This study was conducted to evaluate the delivery of diabetes education in nursing with animation and gamification.
研究概览
详细说明
This study was conducted with a randomized-controlled experimental design. This study was conducted between October and November 2020 in the Department of Nursing at the Faculty of Health Sciences in Turkey. The inclusion criteria were as follows: being 18 years old or over, studying in the second year, volunteering to take a diabetes course, not attending any course for diabetes before, have a remote access tool (internet connection, personel comuter eg.), not to be absent on the date when the data of the research will be collected. The second-year nursing students were selected for the study since participants have not taken diabetes nursing courses before.
In the randomization part of the study, the students were assigned to the experiment (n=35) and control (n=35) groups according to their number in the class list using the random numbers table.
Data were callacted with "Structured Student Identification Form", "Diabete Nursing Knowledge Test", "Instructional Materials Motivation Survey" and " Opinion Form on Diabetes Education Program supported by digital tools".
The Diabetes Nursing course is 2 hours per week fow 10 week. After students were assigned to groups with randomization, the application process of the research was explained to the students. The control group was taught with the traditional method and the experimental group was taught with learning activities based on animation and gamification.
Direct lecture, question-answer teaching methods were used through Microsoft Power Point presentation to the control group of Diabetes Nursing course. At the end of the lesson, "Diabete Nursing Knowledge Test" and "Instructional Materials Motivation Survey" were used in control group.
An animated video was watched at the beginning of each lesson in the experimental group. Later, lecture and question-answer teaching methods were used through Microsoft Power Point presentation. At the end of each lesson, Web 2.0 (Kahoot) application was used to reinforce students' knowledge.At the end of the lesson, "Diabete Nursing Knowledge Test", "Instructional Materials Motivation Survey" and " Opinion Form on Diabetes Education Program supported by digital tools"were used in intervention group.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Uskudar
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Istanbul、Uskudar、火鸡
- University of Health Sciences
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参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
Inclusion Criteria:
- Over18 years old
- Being 2nd year student
- Volunteering to take a diabetes course
- Not attending any course for diabetes before
- Have a remote access tool (internet connection, personel comuter eg.)
- Not to be absent on the date when the data of the research will be collected.
Exclusion Criteria:
- Not being volunteer to participate in the study
- who have taken the course in previous years
学习计划
研究是如何设计的？
设计细节
- 主要用途：卫生服务研究
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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其他：Traditional diabetes education
The subjects and activities were applied to the control group, who received traditional diabetes education, between 8:00 and 10:00 with the classical method, which lasted 2 hours, for 10 weeks.
The training was completed by the researcher with the verbal narration method.
"Diabetes Achievement Assessment Test" with question and answer method was administered to the students at the beginning and end of the application.
These questions were the same questions asked to the experimental group.
Interaction of groups with each other was limited.
Students were informed about this and their consent was taken.At the end of the course, students' opinions were taken through the form developed by the researchers.
Instructional Materials Motivation Survey (IMMS) was used to measure to student' motivation levels.
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Diabetes education will be given by the trainer for 10 weeks, 2 hours of presentation.
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实验性的：Diabetes Education supported by digital tools
The subjects included in the course content were given between 10:00-12:00 with the animation supported method, which lasted for 2 hours.
The animations were created by the researchers to reflect all guidelines for diabetes.
The scenario of the animation video was prepared in line with the training content.
Storyboards in videos and animations were created with the collaboration of researchers and experts in their fields (software specialists, computer programmers).
The animation video was voiced in Turkish by a professional actor.
Animations are 2 minutes each and a total of 18 minutes long.
The 'Kahoot' application, a Web 2.0 tool, was used to apply Diabetes Achievement Evaluation Test.
At the end of the course, students' opinions were taken through the form developed by the researchers.
Instructional Materials Motivation Survey (IMMS) was used to measure to student' motivation levels.
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Diabetes education will be given for 10 weeks with 2-minute animations.
At the end of the course, learners' knowledge was measured with a knowledge test using the Kahoot app.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Diabetes Nursing Course Knowledge Test, 10. week (after the course finished)
大体时间：Through study completion, an average of 3 mounth
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This knowledge test, which is prepared by submitting to expert opinion, consists of 40 multiple-choice questions.
Each question is worth 2,5 points.
The higher the test score, the higher the level of knowledge.
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Through study completion, an average of 3 mounth
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Instructional Materials Motivation Survey (IMMS), 10. week (after the course finished)
大体时间：Through study completion, an average of 3 mounth
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The scale was prepared in a 5-point Likert type, 36 items.
The highest score that can be obtained from the entire scale is 165, and the lowest score is 33.
The increase in the score obtained from the scale is interpreted as an increase in the motivation towards the teaching material.
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Through study completion, an average of 3 mounth
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Opinion Form on Diabetes Education Program supported by digital tools, for only experimental group, 10. week (at the end of the course)
大体时间：Through study completion, an average of 3 mounth
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The form was prepared for the students in the experimental group to determine their views on education supported by animation and gamification.
IThe form consisted of 4 open-ended questions containing opinions and suggestions about teaching method and digital education materials.
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Through study completion, an average of 3 mounth
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合作者和调查者
调查人员
- 学习椅：Ayşe Kabuk, Dr、Saglik Bilimleri Universitesi
出版物和有用的链接
一般刊物
- Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5. doi: 10.2196/jmir.3853. Erratum In: J Med Internet Res. 2015 Mar 23;17(3):e75.
- Du S, Liu Z, Liu S, Yin H, Xu G, Zhang H, Wang A. Web-based distance learning for nurse education: a systematic review. Int Nurs Rev. 2013 Jun;60(2):167-77. doi: 10.1111/inr.12015. Epub 2013 Mar 25.
- Fayaz A, Mazahery A, Hosseinzadeh M, Yazdanpanah S. Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication. J Dent (Shiraz). 2015 Mar;16(1 Suppl):21-8.
- Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students' perception of a Web-based intervention to support learning. Nurse Educ Today. 2010 Aug;30(6):584-90. doi: 10.1016/j.nedt.2009.12.005. Epub 2010 Jan 4.
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
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Traditional education的临床试验
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University of SheffieldUniversity of Liverpool; University of Manchester; University of Melbourne主动，不招人