From experiencing to critical thinking: a contextual game-based learning approach to improving nursing students’ performance in Electrocardiogram training

Abstract

The Electrocardiogram (ECG) is one of the important tools for diagnosing myocardial infarction. The ECG training course aims to help nurses establish basic competence in interpreting ECG readings. However, in traditional instruction, learners usually have difficulty memorizing the meanings of different ECG wave forms, which could represent clinical symptoms, or even life-threatening conditions/arrhythmia. Some serious problems could cause death if the nursing staff do not make correct judgments in time. This paper reports an explorative study which investigated a novel pedagogy for nursing school students’ ECG learning performance using a contextual game. A 2 week experiment was conducted to compare the learning performances of the nursing students who played the ECG contextual game and those who learned with traditional instruction. The experimental results show that the students learning with the contextual game showed better learning performance, attitude, motivation, and critical thinking tendency than those who received the traditional instruction.

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Acknowledgements

This study is supported in part by the Ministry of Science and Technology of the Republic of China under contract number MOST-108-2511-H-011-005-MY3.

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Chang, CY., Kao, CH., Hwang, GJ. et al. From experiencing to critical thinking: a contextual game-based learning approach to improving nursing students’ performance in Electrocardiogram training. Education Tech Research Dev 68, 1225–1245 (2020). https://doi.org/10.1007/s11423-019-09723-x

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Keywords

  • Digital game-based learning
  • Contextual learning
  • Critical thinking
  • Nursing education