JMIR Publications

ABSTRACT

Background:

University teaching techniques are changing and in reaction to the classical teacher-centred approach, new methods aim to enhance knowledge acquisition by more actively involving students in their learning, thus achieving greater motivation and commitment.

Objective:

The aim of this study was to analyse the degree of satisfaction of physiotherapy students using game-based learning and to compare the difference between traditional and gamification teaching methods and their influence on students’ final evaluation.

Methods:

A comparative study was conducted. Physiotherapy degree students were enrolled in the subject of "Physiotherapy in geriatric and adult psychomotricity" (n=59). The students were divided into two groups (experimental n=29 and control n=30) through convenience sampling. The intervention group followed the gamification lesson, the students performed different tests that was adapted from the Party&Co™, and the control group followed the traditional lesson. A total of 16 theoretical lessons were received in both groups.

Results:

The results in the final exams of the subject were better in the experimental group, with scores averaging 7.53±0.95 and in the control group 6.24±1.34, and statistically significant differences were found (p=0.001).

Conclusions:

The "Physiotherapy Party" stimulates learning and motivates the students and it improves learning results in its participants, more than among students who receive traditional teaching.