A randomised control trial to explore whether Gamification increased student nurse engagement with an E portfolio

Abstract

Background – Gamification has been cited as a potential way of increasing student engagement and learning within education. However, the research within this area in relation to nursing students remained sparse. Since the concept of Gamification was introduced in 2010, it has steadily gained an enormous amount of interest in industry and education. The body of research had grown substantially over the past 18 years. However, the research tended to reflect experiences of computer science, mathematics and engineering students or pupils in primary and secondary school education.
Research aims – This research project set out to explore whether the introduction of a scoring system into an E-portfolio interface changed student nurses’ behaviour when using an E portfolio. Specifically, the research project examined their engagement with online formative activities and to detect if any increase in learning had occurred through comparison of changes in summative practice marks between the gamified and non-gamified groups.
Methods – In 2015 (n = 210) undergraduate Bachelor of Nursing degree students were recruited and were randomly allocated to a control or an experimental group. The experimental group was exposed to a scoring system contained within the E portfolio. Those in the control group completed their E portfolio in the normal way. Each practice experience in the E portfolio contained a number of formative activities and a marked summative assessment. The participants completed three x 10 -12 weeks practice experiences. The database underneath the E portfolio was interrogated to capture the participants and their summative marks. Follow-up group discussions were used to explore potential motivational and demotivational factors that might have influenced engagement. These discussions were manually coded.
Results – Statistical analysis using t-tests, proportional comparisons of means and standard regression demonstrated that Gamification did show a statistically significant increase in student engagement. The group and individual discussion data in part, upheld the findings of the statistical analysis regarding the use of scoring systems and increased engagement. However, this effect appeared to diminish over a period time. Correlation between Gamification and age, field of nursing and gender demonstrated no significant findings. There were no significant findings in relation to differences in the mean marks attained by the students. The analysis of the group discussions upheld the findings of the RCTs and raised further question about the role played by gender and personality.
Conclusion – This research project demonstrated that Gamification using scoring systems is an effective way of increasing student nurse engagement with an E portfolio. The evidence relating to Gamification and nurse education is very sparse. This research project has opened up the field for further research related to nurse education and the longevity of scoring systems as a method of Gamification.

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ORCID for Gary Wills: orcid.org/0000-0001-5771-4088

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