Content area
Background
Digital escape rooms have been developed during the pandemic, which improves students’ cooperation, communication skills, and critical thinking skills, effects on learning in nursing education.
Method
This study aimed to evaluate the GestDia escape room to assess students’ motivation and self-confidence in learning. A descriptive quantitative interventional study was carried out. The study population was nursing students in their third semester (n = 45). The students filled out the Instructional Materials Motivation Survey and Student Satisfaction and Self-Confidence in Learning Scale.
Results
The mean scores obtained from motivation, satisfaction, and self-confidence scales were generally higher. Males scored higher on all scales than females, though these differences were not statistically significant (p > 0.05).
Conclusion
In general, although games increase students’ motivation, satisfaction, and self-confidence, they can lead to gender differences. In the digital world, integrating escape rooms into nursing education can add joy to students’ learning process.
Details
Learning Activities;
Critical Thinking;
Environment;
Nursing Education;
Learning Motivation;
Communication (Thought Transfer);
Puzzles;
Course Objectives;
Knowledge Level;
Instructional Effectiveness;
Diabetes;
Problem Solving;
Professional Education;
Game Based Learning;
Educational Strategies;
Educational Quality;
Influence of Technology;
Learning Processes;
Nursing Students;
Neonates;
Pregnancy;
Lifelong Learning;
Gynecology;
Higher Education