Abstract

Finding ways to help nursing students understand the application of didactic content can be challenging for faculty. One challenge faculty face is motivating students with thought provoking and memorable content using traditional methods. Educational games and gaming attributes have been shown to affect student motivation and support learning. The aim of this study was to gain knowledge, filling a knowledge gap, regarding which gaming attributes motivate nursing students to become engaged in course content that is not graded. Badges were used as a reward system to examine if nursing students would complete an increased number of non-graded case studies, and have a higher score on the posttest than when badges were not used.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10258458; ProQuest document ID: 1882222254. The author still retains copyright.

Author Details

Sharon C. Moritz, PhD, RN, Director of Instruction, Prelicensure ABSN Program - Grand Canyon University

Sigma Membership

Nu Upsilon

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Quasi-Experimental Study, Other

Research Approach

Other

Keywords:

Nursing Education, Nursing Students, Gamification, Motivation

Advisor

JoBeth Pilcher

Second Advisor

Donna Taliaferro

Third Advisor

Thomas Ford

Degree

PhD

Degree Grantor

Capella University

Degree Year

2017

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2022-11-29

Full Text of Presentation

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