Effects of Enjoyable Obstetrics Online Game on Knowledge and Satisfaction of Learners

Abstract

The purposes of this quasi- experimental research were to develop and evaluate the effectiveness of an online obstetrics terminology game in nursing education. Samples of 60 sophomore nursing students at McCormick Faculty of Nursing, Payap University were selected using purposive sampling method. They were divided into two equal groups; an experimental group using an online game and a controlled group receiving a conventional instructional method. The research instruments included the online obstetrics terminology game using ADDIE model as a framework, the obstetric terminology knowledge questionnaires and the satisfaction questionnaire. Data were analyzed using descriptive statistics and t-test.

The results revealed that 93.33% of the experimental group had passed the criteria score of 75%. After playing an online obstetrics terminology game, the average knowledge score of the experimental group was significantly higher than before (p < .001). The average knowledge score of the experimental group was significantly higher than the controlled group (p < .001). The students’ satisfaction after using the game was at a high level ( = 4.13, S.D. =.62). After 1 month, the mean knowledge score of the experimental group and the controlled group were significantly less than the mean knowledge scores of immediately after playing the game (p > .001). However, the mean knowledge score of the experimental group was significantly higher than the controlled group (p <.001).

The online obstetrics terminology game for nursing students is an effective learning material. The benefits of the game for nursing students are not only gaining an understanding of their subject through their engagement with the game combined with the enjoyment of play. In addition, there were benefits for educators in preparing the teaching materials that suitable for modern education to promote continuous learning outside the classroom.