The Impact of Puzzles on Learning and Motivation

Tarsus University

Status: Completed

Conditions: Education Nursing

Treatments: Behavioral: Puzzle education group

Study type: Interventional

Funder types: Other

Identifiers

NCT07090850

TarsusU-NBARISEREN-005

Details and patient eligibility

About

Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course.

Research Questions:

1. Does the use of puzzles in nursing education improve students' academic achievement?
2. Does the use of puzzles enhance students' motivation towards instructional materials?

Full description

There are minimal studies on the use of puzzles in the literature. On the other hand, the importance of using puzzles as a teaching technique in education is increasing daily. This study evaluated the effect of using puzzles as a teaching technique in a nursing practice course. Despite the increasing importance of using puzzles in education, the limited research in nursing education shows the gap in this field. Especially with this technique, the student's knowledge level is expected to increase, and learning will be permanent in a critically important course in which nursing practices are taught. On the other hand, learning will become fun using the puzzle.

Enrollment: 70 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Volunteering to participate in the research
• Being 18 years of age or older
• Being a first year student
• Taking the Basic Concepts and Philosophy in Nursing course for the first time
• Not being a student who came via horizontal or vertical transfer
• Not having taken Roper Logan and Tierney's Life Model for Life Activities course
• Not having been absent on the dates when the research data will be collected

Exclusion criteria

• Not volunteering to participate in the research
• Being under 18 years old
• Not being a first year student
• Being a student who came via horizontal or vertical transfer
• Being a health vocational high school graduate
• Being a student in the intervention group who did not solve the puzzles
• Being a student in the control group who reached the puzzle booklet and were found to have solved the puzzles.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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70 participants in 2 patient groups

Puzzle education group

Experimental group

Description:

In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. The puzzle booklet previously created for this study was used in the third stage. The researchers made this booklet. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test.

Treatment:

Behavioral: Puzzle education group

Control Group

No Intervention group

Description:

In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. In the Control Group (Branch A), routine lecturing continued without intervention in the fourth stage. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test.