Gamification Used in Anatomy and Physiology in Nursing
DOI:
https://doi.org/10.65339/ijsair.V2.I2.160Keywords:
Gamification, Anatomy and Physiology, Nursing Education, Student Engagement, Instructional PlanAbstract
This study examined the effects of gamification on learning outcomes in Anatomy and Physiology among Level I nursing students and served as the basis for a proposed gamification-integrated instructional plan. Specifically, the study investigated the presence of gamification strategies, students’ engagement, knowledge acquisition, skills development, teaching strategies where gamification may be integrated, and students’ suggestions for improving gamified learning activities. The results revealed that gamification strategies were present in Anatomy and Physiology classes, particularly through interactive quizzes, simulations, and game-based learning activities. The findings showed that gamification had a high effect on students’ engagement, knowledge acquisition, and skills development, indicating that gamified learning activities improved student motivation, participation, understanding of lessons, knowledge retention, and practical skills development. Furthermore, the study found that gamification can be integrated into various teaching strategies such as lectures, laboratory activities, clinical simulations, review sessions, and assessment activities. Students also supported the increased integration of gamification in both lecture and laboratory sessions. Based on the findings, a gamification-integrated instructional plan was developed to enhance student engagement, improve learning outcomes, and support outcomes-based education in nursing education. The study concluded that gamification is an effective instructional strategy that can improve teaching effectiveness and enhance learning experiences in Anatomy and Physiology.
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