Faculty and Students’ Perspectives on using Games-Based Learning as A Teaching Strategy in Nursing Education

Abstract

Background and objectives: In general, the term 'games-based learning’ (GBL) refers to an activity that encourages students to participate in the lesson through game-playing in order to engage and keep them focused. The games can be both non-digital and digital. Methods: A quantitative design and cross-sectional descriptive study were done. The study included 70 nursing and midwifery students as well as 30 faculty. This study was conducted from the period of November 2021 until October 2022. Results: Most of the faculty were 40-49 (36.7%). The faculty gender was 50 % male and 50% female. According to this study’s findings, the majority of the faculty (80 %) and more than half of the students (60 %) agreed that game-based learning is beneficial in the nursing educational program. While (80%) of the faculty and more than (72%) of students agreed that game-based learning increases students’ critical thinking skills. Conclusion: Game-based learning as a teaching approach in nursing education programs plays a crucial role in increasing students' involvement. This study found that students and faculty believe that game-based learning improves students' critical thinking skills, which will help them do better in school. Keywords: Game-Based Learning, Teaching Strategy, Student, Faculty, Nursing Education