Browsing by Subject "Quantitative research"

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    Games in the classroom? Analysis of their effects on financial accounting marks in higher education
    (Elsevier, 2021-11-18) Ortiz-Martínez, Esther; Santos Jaén, José Manuel; Palacios Manzano, Mercedes; Economía Financiera y Contabilidad
    The purpose of this study is to examine Kahoot! in higher education, specifically in subjects of financial accounting, and explore if its use means higher marks. We analyze the marks of 232 students of Financial Accounting of the Business and Management Degree of the University of Murcia (Spain). The sample comprises two groups of students, depending on whether or not games are used in the classroom, and the marks of the continuous assessment exercises, the final exam, and the final mark in the subject are compared to check if there are differences between groups. This means that we finally analyze a database of 794 marks. The results indicate that students who played get better academic results than those who did not use Kahoot! The current pandemic situation has changed the way of teaching and at university, it is mainly virtual, which can make teaching and learning more tedious and less motivating. For this reason, the use of gamification can be easily implemented in order to avoid all these inconveniences and positively affect the students’ marks.
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    Open Access
    Including audience response systems in debriefing. A mixed study during nursing simulation-based learning
    (BMC, 2023-10-03) Molina Rodríguez, Alonso; Suárez Cortés, María; Leal Costa, César; Ruzafa Martínez, María; Díaz Agea, José Luis; Ramos Morcillo, Antonio Jesús; Jiménez Ruiz, Ismael; Enfermería
    Background The audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation. Methods A Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed “ad hoc”, on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale. Results (1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was “Motivation”, with a mean of 4.7 (SD=0.480), followed by the dimension “Participation”, with a mean of 4.66 (SD=0.461), and lastly, the dimension “Attention”, with a mean of 4.64 (SD=0.418). Conclusions The use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation.