Evidence map›Paper›PMID 36384544›Full record

ArticleBMC nursing2022

Effect of gamified flipped classroom on improving nursing students' skills competency and learning motivation: a randomized controlled trial.

Mohamed E H Elzeky, Heba M M Elhabashy, Wafaa G M Ali, Shaimaa M E Allam

Registry-linked trialOpen access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC nursing, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT04859192 (Effect of Gamified Flipped Class Room on Facilitating Nursing Students' Skills Competency and Confidence), which is not on this map. Cited by 19 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
19citing papers in PubMed, 1 pooled it
24.9field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT04859192 nacompletednot on this map

Effect of Gamified Flipped Class Room on Facilitating Nursing Students' Skills Competency and Confidence

TypeinterventionalSponsorMansoura UniversityRan2021 to 2022Enrolled128ConditionsGamified Flipped Classroom, Education, Nursing StudentsArmsgamified flipped classroom
3 · Its place in the literature

Who cites it

19 citing papers in PubMed, 1 synthesis or guideline pooled it, 46 citations in OpenAlex.

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  19. Students' Assessment of Digital Technologies in Nursing Education.Iranian journal of nursing and midwifery research
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Mohamed E H ElzekyMedical Surgical Nursing Department, Faculty of Nursing, Mansoura University, Dakahlia, Egypt. mohamadelzeky@mans.edu.eg.
Heba M M ElhabashyMedical Surgical Nursing Department, Faculty of Nursing, Mansoura University, Dakahlia, Egypt.
Wafaa G M AliMedical Surgical Nursing Department, Faculty of Nursing, Mansoura University, Dakahlia, Egypt.
Shaimaa M E AllamMedical Surgical Nursing Department, Faculty of Nursing, Mansoura University, Dakahlia, Egypt.
Mansoura University · EG

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundFlipped learning excessively boosts the conceptual understanding of students through the reversed arrangement of pre-learning and in classroom learning events and challenges students to independently achieve learning objectives. Using a gamification method in flipped classrooms can help students stay motivated and achieve their goals. 

methodsThis study adopted a randomized controlled study design with a pre-test and post-test and involved 128 nursing students at Mansoura University. This study randomly divided the students into the study and control groups. Data were collected at three time points using six tools. In the intervention group, Moodle was gamified for 6 weeks. 

resultsA significant difference in the students' self-confidence (p = 0.021), skills knowledge (p < 0.001), intensity of preparation (p < 0.001), and motivation (p < 0.001) was observed between the two groups; however, no difference in the students' skills performance (p = 0.163) was observed between the two groups after using gamified flipped classrooms.

conclusionsCompared with the traditional flipped classrooms, gamified flipped classrooms improved nursing students' motivation, intensity of preparation, skills knowledge, and self-confidence during laboratory clinical practice. Thus, gamification is a learning approach that can be implemented in conjunction with the flipped classroom model to motivate students to participate in the learning process.

trial registrationProspectively registered with ClinicalTrials.gov on 26/04/2021; registration number NCT04859192.

Indexed as

Flipped classroomGamificationLearning motivationNursing studentsSelf-confidenceSkills competency

Identifiers

PMID36384544
PMCPMC9670406
OpenAlexW4309438519

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.