000129740 001__ 129740
000129740 005__ 20240731103325.0
000129740 0247_ $$2doi$$a10.3389/feduc.2023.1258791
000129740 0248_ $$2sideral$$a136091
000129740 037__ $$aART-2023-136091
000129740 041__ $$aeng
000129740 100__ $$aRodríguez-Roca, Beatriz$$uUniversidad de Zaragoza
000129740 245__ $$aAssessing health science students’ gaming experience: a cross-sectional study
000129740 260__ $$c2023
000129740 5060_ $$aAccess copy available to the general public$$fUnrestricted
000129740 5203_ $$aDigital gamification applied to university students enrolled in health-related degrees is considered an innovative and beneficial tool that complements traditional teaching.ObjectivesTo analyze the enjoyment experience obtained by university students in the Faculty of Health Sciences and to know the gender differences after participating in a digital game.DesignCross-sectional descriptive study.ParticipantsA total of 156 university students from the Faculty of Health Sciences, University of Zaragoza.MethodsThe activity of a digital game took place in the academic year 2021–2022 and was carried out as a teaching innovation project with the final approval of the University of Zaragoza. The tools used were the Spanish version of the Gameful Experience Scale and a self-administered questionnaire on satisfaction and suitability reported by the activity.ResultsA total of 156 students participated with an age of 21.2 ± 6.2 years. The highest score is the enjoyment dimension (4 ± 0.7), and the lowest score is the negative affect dimension (1.5 ± 0.9). Cronbach’s alpha for the whole Gameful Experience Scale was 0.95. There were significant differences in three dimensions of the Gameful Experience Scale: male students had more enjoyment than female students (p = 0.05), enjoyed a greater sense of domination (p = 0.01), and had fewer negative effects (p = 0.0). In the highest corresponding positions it was used for other topics such as learning (m 4.4; SD 0.5), motivation to learn (m 4.1; SD 0.8) or helping memorize concepts (m 4.4).4; SD 0.5).ConclusionGender influences student satisfaction after carrying out a gamification activity, especially after a digital game. The dimensions in which gender differences were found were fun, absence of negative effects, and dominance.
000129740 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000129740 592__ $$a0.627$$b2023
000129740 593__ $$aEducation$$c2023$$dQ2
000129740 594__ $$a2.9$$b2023
000129740 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000129740 700__ $$0(orcid)0000-0002-4307-796X$$aCalatayud, Estela$$uUniversidad de Zaragoza
000129740 700__ $$0(orcid)0000-0002-0061-3312$$aGomez-Soria, Isabel$$uUniversidad de Zaragoza
000129740 700__ $$0(orcid)0000-0001-5851-8855$$aMarcén-Román, Yolanda$$uUniversidad de Zaragoza
000129740 700__ $$aCuenca-Zaldivar, Juan Nicolas
000129740 700__ $$aAndrade-Gómez, Elena
000129740 700__ $$0(orcid)0000-0002-5676-4179$$aSubirón-Valera, Ana Belén$$uUniversidad de Zaragoza
000129740 7102_ $$11006$$2255$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Enfermería
000129740 7102_ $$11003$$2027$$aUniversidad de Zaragoza$$bDpto. Anatom.Histolog.Humanas$$cArea Anatom.Embriol.Humana
000129740 7102_ $$11006$$2413$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Fisioterapia
000129740 773__ $$g8 (2023), [9 pp.]$$tFrontiers in Education$$x2504-284X
000129740 8564_ $$s781471$$uhttps://zaguan.unizar.es/record/129740/files/texto_completo.pdf$$yVersión publicada
000129740 8564_ $$s2172689$$uhttps://zaguan.unizar.es/record/129740/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000129740 951__ $$a2024-07-31-09:44:20
000129740 980__ $$aARTICLE