INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION

Öz

Aim: Kahoot as a gamified learning tool may improves English learning outcomes by encouraging student learning. This study aimed to determine the effect of Kahoot on nursing students' learning approaches, attitudes toward English, and motivation in a nursing English course. Method: The study was conducted with a single group using time series, a quasi-experimental design. A total of 111 students, in a Nursing English course at a university in the spring semester of 2023–2024 academic year, participated the study. Depending on the time series method, 4 measurement times (T1, T2, T3, T4) were determined At the beginning of the course, the traditional education method was used. After T2-measurement time Kahoot was integrated along with the traditional education method. Study data were collected on four measurement times via personal information form, learning approach scale, English attitudes scale, teaching materials motivation survey. Results: Deep learning approach (p=.003; η2=0.054-with small effect size), surface learning approach (p=.050; η2=0.027-with a small effect size), attitudes toward English (p=.034;η2=0.041-with a small effect size) and instructional materials motivation (p=.000; η2=0.213-with a large effect size) scores of the students were significantly higher according to four different measurement times after integrating Kahoot. Conclusion: After integrating Kahoot, approximately 5% of the increase in nursing students' deep learning aprproach, 4.1% of the increase in their attitudess toward English, and 21.3% of the increase in motivation.

Anahtar Kelimeler

• Nursing students
• learning approach
• student attitude
• student motivation
• Kahoot

KAHOOT'UN OYUNLAŞTIRILMIŞ ÖĞRENME ARACI OLARAK MESLEKİ İNGİLİZCE DERSİNE ENTEGRE EDİLMESİ: HEMŞİRELİK ÖĞRENCİLERİNİN ÖĞRENME YAKLAŞIMLARI, TUTUMLARI VE MOTİVASYONLARI ÜZERİNDEKİ ETKİLERİ

Öz

Amaç: Oyunlaştırılmış bir öğrenme aracı olarak Kahoot, öğrencilerin öğrenmesini teşvik ederek İngilizce öğrenme sonuçlarını iyileştirebilmektedir. Bu çalışmanın amacı, Kahoot'un hemşirelik öğrencilerinin öğrenme yaklaşımları, İngilizceye karşı tutumları ve hemşirelik İngilizce dersindeki motivasyonları üzerindeki etkisini belirlemektir. Yöntem: Çalışma, zaman serisi deseni kullanılarak tek bir grup üzerinde yarı deneysel bir tasarımla gerçekleştirildi. 2023-2024 akademik yılının bahar döneminde bir üniversitede Mesleki İngilizce dersine katılan toplam 111 öğrenci araştırmaya katıldı. Zaman serisi desenine göre, 4 ölçüm zamanı (T1, T2, T3, T4) belirlendi. İlk önce geleneksel eğitim yöntemi ile ders anlatıldı. T2 ölçüm zamanından sonra Kahoot, geleneksel eğitim yöntemiyle birlikte derse entegre edildi. Çalışma verileri, kişisel bilgi formu, öğrenme yaklaşımı ölçeği, İngilizce tutum ölçeği, öğretim materyalleri motivasyon anketi aracılığıyla dört ölçüm zamanında toplandı. Bulgular: Dört farklı ölçüm zamanına göre, Kahoot'un derse entegrasyonu sonrası öğrencilerin derin öğrenme yaklaşımı (p=.003; η2=0.054-küçük etki büyüklüğü ile), yüzeysel öğrenme yaklaşımı (p=.050; η2=0.027-küçük etki büyüklüğü ile), İngilizceye karşı tutum (p=.034;η2=0,041-küçük etki büyüklüğü ile) ve öğretim materyalleri motivasyonu (p=.000; η2=0.213-büyük etki büyüklüğü ile) puanları daha yüksekti. Sonuç: Kahoot'un mesleki ingilizce dersine entegrasyonu sonrası hemşirelik öğrencilerinin derin öğrenme yaklaşımında yaklaşık %5, İngilizceye karşı tutumlarında %4.1 ve motivasyonlarında %21.3 artış belirlendi.

Anahtar Kelimeler

• Hemşirelik öğrencileri
• öğrenme yaklaşımı
• öğrenci tutumu
• öğrenci motivasyonu
• Kahoot

Kaynakça

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