Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of Game-Based Student Response System(GSRS) on Nursing Education : Focusing on Learning Engagement

간호교육에서의 게임기반 학생응답시스템(GSRS) 적용 효과: 학습몰입을 중심으로

  • Hwang, Ji-Won (College of Nursing, Kyung-dong University) ;
  • Kim, Jung-Ae (Department of Nursing Policy, Korean Nurses Association) ;
  • Hwang, Seul-Gi (Department of e-Learning, Korea National Open University)
  • 황지원 (경동대학교 간호대학) ;
  • 김정애 (한국대한간호협회 정책국) ;
  • 황슬기 (한국방송통신대학교대학원 이러닝학과)
  • Received : 2020.11.25
  • Accepted : 2021.01.20
  • Published : 2021.01.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to find out the impact of classes using a game-based student response system on learning engagement. It is an experimental study that compares learning engagement in classes (experimental groups) and lecture-style classes (comparative groups) that utilize GSRS in nursing education. A total of 211 nursing students participated from October 2019 to December 2019. The differences in learning engagement between the two groups were analyzed as t-test and correlation analysis was conducted on related factors. There was a difference between the comparison group and the experimental group in overall learning engagement(p=.013) and emotional engagement(p=.002). This is meaningful in that it has verified the learning engagement effect of the GSRS for the first time in Korea.

본 연구는 게임기반 학생응답시스템을 활용한 수업이 학습몰입에 미치는 영향을 알아보는 데 그 목적이 있다. 간호교육에서 게임기반 학생응답시스템을 활용한 수업(실험집단)과 강의식 수업(비교집단)의 학습몰입을 중심으로 비교한 실험연구이다. 2019년 10월부터 2019년 12월까지 일개 간호대학생 211명이 참여하였다. 학습몰입의 두 집단 간의 차이는 t-test를, 관련 요인과는 상관분석을 시행하였다. 비교집단과 실험집단 간 학습몰입의 차이를 분석한 결과, 전체 학습몰입(p=.013), 정서몰입(p=.002)에서 차이를 보였다. 이는 국내 처음으로 게임기반 학생응답시스템을 활용한 수업이 학습몰입의 효과성을 검증했다는 점에서 그 의의가 있다.

Keywords

Acknowledgement

This paper was funded by the Graduate School, Korea Nation Open University's self-regulation project(Project to support research and education activities for graduate students[National University Fostering Project]) in 2019.

References

  1. I. D. Beatty & W. J. Gerace. (2009). Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology. Journal of Science Education and Technology, 18(2). 146-162. DOI : 10.1007/s10956-008-9140-4
  2. C. Moredich & E. Moore. (2007). Engaging Students Through the Use of Classroom Response Systems. Nurse Educator, 32(3). 113-116. DOI : 10.1097/01.nne.0000270225.76661.74
  3. P. Fifer. (2012). Student perception of clicker usage in nursing education. Teaching and Learning in Nursing, 7(1). 6-9. DOI :https://doi.org/10.1016/j.teln.2011.07.005
  4. J. Langman. & C. Fies. (2010). Classroom response system-mediated science learning with English language learners. Language and Education, 24(2). 81-99. DOI : 10.1080/09500780903096553
  5. R. Kaleta & T. Joosten. (2007). Student response systems: A university of Wisconsin System study of clickers. Education Center For Applied Research., 10.
  6. M. K. Salemi. (2009). Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course. The Journal of Economic Education, 40(4). 385-404. DOI: 10.1080/00220480903237950
  7. L. Bachman & C. Bachman. (2011). A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research. Journal of Interactive Learning Research, 22. 1.
  8. S. Karaman. (2011). Effects of Audience Response Systems on Student Achievement and Long-Term Retention. Social Behavior and Personality: An International Journal, 39(10). 1431-1439. DOI : 10.2224/sbp.2011.39.10.1431
  9. J. B. Lee & C. K. Bainum. (2006). Do Clickers Depersonalize the Classroom? An Evaluation by Shy Students. [Data set]. PsycEXTRA Dataset. American Psychological Association (APA). DOI : 10.1037/e579952007-001
  10. J. E. Caldwell. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE-Life Sciences Education, 6(1). 9-20. DOI : 10.1187/cbe.06-12-0205
  11. M. Doucet, A. Vrins & D. Harvey. (2009). Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students. Medical Teacher, 31(12). e570-e579. DOI : 10.3109/01421590903193539
  12. D. Y. Lee. (2011). What is Gamification and How Gamification will change our life?. The Korean Entertainment Industry Association, 11(4). 449-457. DOI : 110.1016/j.compedu.2014.11.004
  13. A. I. Wang, (2015). The wear out effect of a game-based student response system. Computers & Education, 82. 217-227. https://doi.org/10.1016/j.compedu.2014.11.004
  14. J. W, Kim & S. W. Kim. (2014). The Relationship of Game Elements, Fun and Flow. The Korean Entertainment Industry Association, 11. 160-163.
  15. D. Orhan Goksun & G. Gursoy. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135. 15-29. DOI : 10.1016/j.compedu.2019.02.015
  16. Z. TURAN & E. MERAL. (2018). Game-Based Vers us to Non-Game-Based: The Impact of Student Response Systems on Students'Achievements, Engagements and Test Anxieties. Informatics in Education, 17(1). 105-116. DOI : 10.15388/infedu.2018.0
  17. J. H. Bae. (2014). Effectiveness of Learning Flow and Academic Achievement on Learning Activities with Real-Time Feedback utilizing a Smart Clicker App in Higher Education. Journal of Korea Academia-Indust rial cooperation Society, 15(9). 5543-5552. DOI : 10.5762/KAIS.2014.15.9.5543
  18. J. H. Yoon. (2016). The effects of using smart clicker app(Pingpong) in social studies class on pupil's learning flow. Master's Thesis, Seoul Nationa University of Education, Seoul.
  19. S. B. Park. (2019). The effects of Socrative, a Learner Response System on improving English vocabulary. The New Korean Association of English Language and Literature. 135. 139-160. DOI : 10.21297/ballak.2019.135.139
  20. S. A. Licorish, H. E. Owen, B. Daniel & J. L. George. (2018). Students' perception of Kahoot!'s influence onteaching and learning. Research and Practice in Technology Enhanced Learning, 13(1). DOI : 10.1186/s41039-018-0078-8
  21. M. J. Kim. (2018). The Effects of Game-Based Learner Response System on Course Interest and Academic Achievement in Flipped Learning. The Journal of Educational Information and Media. 24(2). 363-385. DOI : 10.15833/KAFEIAM.24.2.363
  22. R. Dellos. (2015). Kahoot! A digital game resource for learning. International Journal of instructional Technology and Distance Learning, 12(4). 49-52.
  23. H. S. Kim. (2012). The Influence of Individual and School Characteristics on Middle School Students' Academic Achievements. Seoul Education Research and Information, 54(1). 121-132.
  24. E. Y. Kim. (2007). A study on the Relationship between Self-Determination Motivation and Self-Regulated Learning of the elementary middle·hight sch ool students. Master's thesis. Graduate school of Sookmyung Women's University, Seoul.
  25. J. Y. Park. (2005). The Relationship between Se lf-Directed Learning and Acamemic Self-Concept among Korean High School Students. master's thesis. Graduate school of Kwandong University, Gang won do.
  26. A. Y. Kim & E. Y. Park. (2001). Construction and Validation of Academic Self-Efficacy Scale. The Journal of Educational Research, 39(1). 95-123.
  27. A. Bandura. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84. 191-251. https://doi.org/10.1037/0033-295X.84.2.191
  28. S. J. Lee. (2007). The Influence of University Students' Immersion and Self-Efficiency on University Life Adaptation and Academic Achievement. Korean journal of educational psychology. 25(2), 235-253.
  29. D. J. Spence, & E. L. Usher. (2007). Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement. Journal of Educational Computing Research, 37(3), 267-288. DOI : 10.2190/ec.37.3.c
  30. M. A. Kang. (2017). LMS Quality, Learner, Teaching-Learning, and Interaction Factors Affecting Learner Satisfaction with Blackboard Usage. Master's Thesis, Korea University.
  31. A. L. Duckworth, C. Peterson, M. D. Matthews & D. R. Kelly. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. DOI : 10.1037/0022-3514.92.6.1087
  32. H. Ha, H. Lim & M. Hwang (2015). The Group Difference of Grit and Self-control and its Relations to School Maladjustment, Academic Achievement, and Predictability of Personality. Journal of lifelong Learning society, 11, 3(2015), 145-166 https://doi.org/10.26857/JLLS.2015.08.11.3.145
  33. T. L. Strayhorn. (2013). What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions? Journal of African American Studies, 18(1). 1-10. DOI : 10.1007/s12111-012-9243-0
  34. B. Hodg., B. Wright & P. Bennet. (2017). The Role of Grit in Determining Engagement and Academic Outcomes for University Students. Research in Higher Education, 59(4), 448-460. DOI : 10.1007/s11162-017-9474-y
  35. Y. Suzuki, D. Tamesue, K. Asah & Y. Ishikawa. (2015). Grit and Work Engagement: A Cross-Sectional Study. PLOS ONE, 10(9), e0137501. DOI : 10.1371/journal.pone.0137501
  36. O. Bakalim & A. Tasdelen-Karckay. (2015). Positive and negative affect as predictors of family life satisfaction. International Journal of Human Sciences, 12(1). 1330. https://doi.org/10.14687/ijhs.v12i1.3251
  37. A. Salles, G. L. Cohen & C. Mueller. (2014). The relationship between grit and resident well-being. The American Journal of Surgery, 207(2). 251-254. DOI : 10.1016/j.amjsurg.2013.09.006
  38. J. A. Fredricks, P. C. Blumenfeld & A. H. Paris. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1). 59-109. DOI : 10.3102/00346543074001059
  39. A. R. Cho. (2019). Exploring middle school students' English writing achievement and classroom engagement through flipped learning. Master's Thesis, Hankuk University of Foreign Studies, Seoul.
  40. Y. Lee & I. W Park. (2012). Investigation on the Relationships between Learner Characteristics, Learning Strategies, Teaching Presence, and Learning Effects in e-Learning of Cyber University. Journal Educationa l Technology, 28(1), 137-168. https://doi.org/10.17232/KSET.28.1.137
  41. Z. Wang., C. Bergin & D. A. Bergin.. (2014). Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory. SchoolPsychology Quarterly, 29(4). 517-535. DOI : 10.1037/spq0000050
  42. H. J. Lim. (2019). The Effects of Academic Self-Efficacy Types on Student Engagement in the Flipped Learning class of Universities: Mediated Effect of Mastery Goal Orientation. Master's Thesis, Chung-Ang University, Seoul.
  43. S. J. Jeon & H. H. Yoo. (2020). Relationship between General Characteristics, Learning Flow, Self-Directedness and Learner Satisfaction of Medical Students in Online Learning Environment. Journal of the korea contents association, 20(8), 65-74. DOI : 10.5392/JKCA.2020.20.08.065
  44. J. Y. Cho, U. S. An & H. S. Jang. (2009). The Effects of Web-based Education and Individuals Characteristics to Participants Commitment and Educational Performance. Management Information Systems Review, 28(4), 1-26.
  45. J. Y. Kim & G. P. Cho.(2020). The Effects of Academic Optimism, Academic Self-Efficacy, Achievement Emotion on Learning Flow of Middle School Students. Journal of Education & Culture, 26(2), 605-623. DOI : 10.24159/joec.2020.26.2.605
  46. I. S. Yoo, S. Y. Lee & R. Y. Choi.(2015). A Veriferification for the Mediated Effectiveness of Organizational Immersion in Relations of self-directedness and Learning Flow from the Adult Learners in korea National Open University. Journal of Public Society, 5(3). 97-127.
  47. H. J. Han. (2008). A Structural Analysis of Factors Affecting Learning Flow of Students of Business High Schools in Ansan-city. The Journal of Business Education, 19, 45-66. DOI : 10.20437/KOAECE24-1-11
  48. A. J. Hong, M. H. Won, G. M. Park, J. H. Lee, & Y. S. Jo. (2017). Effects of GRIT on Affective Commitmtment and a Mediating Effect of Reflective Learning. The Journal of Business Education, 31(5). 33-58. DOI : 10.34274/krabe.2017.31.5.002
  49. J. M. Pyo. (2018). The Effects of College Students' Grit on Life Satisfaction and Scholarly Creativity: Mediating Effect of Flow Experience in Learning. The Journal of the Korean Society for Gifted and Talented, 17(1). 25-46. DOI : 10.17839/jksgt.2018.17.1.25
  50. A. I. Wang. (2015). The wear out effect of a game-based student response system. Computer& Education, 82, 217-227. https://doi.org/10.1016/j.compedu.2014.11.004
  51. Y. Chaiyo & R. Nokham. (2017). The effect of Kahoot Quizizz and Google forms on the student's perception in the classrooms response system. Proceedings of the International Conference on Digital Arts Media and Technology, 178-182.
  52. S. H. Shin & T. E. Kim. (2020). The use of Kahoot! application and stories for teaching English reading and writing in the elementary school : focusing on creating question items and error correction. Multimedia-Assisted Language Learning, 23(3), 180-205. DOI : 10.15702/mall.2020.23.3.180
  53. J. A. Kim. (2019). The effect of different task types in the mobile application on English vocabulary learning. Master's Thesis, Hankuk University of Foreign Studies, Seoul.
  54. Y. D. Kang. (2019). English TEACHING Method Using Flipped Learning in the Artificial Intelligence Era. Robotics & AI Ethics, 4, 14-21. DOI : http://dx.doi.org/10.22471/ai.2019.4.2.14
  55. H. S. Kim. (2019). The Use of Socrative and Kahoot! in English Grammar. Multimedia-Assisted Language Learning, 22(4), 57-78. DOI : 10.15702/mall.2019.22.4.57
  56. E. K. Kim. (2019). Implementation of smart learning in Korean education using the smart classroom response system. Journal of the international network for Korean language and culture, 16(2), 93-119. DOI: 10.15652/ink.2019.16.2.093
  57. Y. D. Kang. (2019). A study on development of instructional model for smart education based on game app. The journal of humanities and social sciences 21, 10(3), 1617-1627. DOI : http://dx.doi.org/10.22143/HSS21.10.3.117
  58. M. J. Chae, H. j. Jung & Y. H. Choi (2020). The effects of academic achievement, learning satisfaction and immersion in basic nursing practical training according to virtual reality, simulation and traditional teaching methods. Academic Conference of the Korean Nursing Society, 85-85.
  59. S. H. Hong. (2019). Analysis of structural relationship among instructor attitude, department climate, learning motivation and learning attitude perceived by pre-service early childhood teachers. The Journal of Korea Open Association for Early Childhood Education, 24(1), 269-291. https://doi.org/10.20437/koaece24-1-11