Turkiye Klinikleri Journal of Nursing Sciences

.: ORIGINAL RESEARCH
Comparison of the Effect of Using Kahoot in Nursing Fundamentals Education on Students' Achievement andMotivation Levels: A Randomized Controlled Study
Hemşirelik Esasları Eğitiminde Kahoot Kullanımının Öğrencilerin Başarısı ve Motivasyon Düzeyleri Üzerine EtkisininKarşılaştırılması: Randomize Kontrollü Çalışma
Gözde ÖZARAS ÖZa
aDepartment of Nursing, Çankırı Karatekin University Faculty of Health Sciences, Çankırı, Türkiye
Turkiye Klinikleri J Nurs Sci. 2023;15(3):678-88
doi: 10.5336/nurses.2022-94745
Article Language: EN
Full Text
ABSTRACT
 Objective: This randomized controlled study aims to investigate the effects of using Kahoot on the students' course success and motivation levels in fundamentals of nursing education. Material and Methods: This study was conducted with 67 first-year nursing students who registered in a university in Türkiye and agreed to participate in the research. The data were collected with introductory information form, midterm, final exam scores, and Instructional Materials Motivation Scale. Results: Kahoot group's midterm (u=218, p<0.05), final exam (u=364, p<0.05), and end-of-semester (u=229, p<0.05) scores were significantly higher than the control group. In the midterm exam, the Kahoot group's knowledge (u=265, p<0.05), comprehension (u=301.5, p<0.05), and total scores (u=201.5, p<0.05) of the cognitive domain were significantly higher than the control group. In the final exam, it was observed that the Kahoot group students had significantly higher knowledge (u=359.5, p<0.05) and total scores (u=360.5, p<0.05) in the cognitive domain than the control group. Given the mean motivation scores and the mean scores of all sub-dimensions in the case and control groups, it was concluded that the motivation level of both groups was moderate, and there was no significant difference between the two groups. Conclusion: It was concluded that the use of Kahoot increased the students' exam scores and learning outcomes at the basic level of the cognitive domain but did not affect their motivation levels.

Keywords: Nursing education; Kahoot; motivation; learning
ÖZET
 Amaç: Bu randomize kontrollü çalışma, hemşirelik esasları eğitiminde Kahoot kullanımının öğrencilerin ders başarıları ve motivasyon düzeyleri üzerindeki etkilerini incelemeyi amaçlamaktadır. Gereç ve Yöntemler: Bu çalışma, Türkiye'de bir devlet üniversitesinde öğrenim gören ve araştırmaya katılmayı kabul eden 67 hemşirelik 1. Sınıf öğrencisi ile yürütülmüştür. Araştırma verileri, tanıtıcı bilgi formu, ara sınav, final sınavı puanları ve Öğretim Materyalleri Motivasyon Ölçeği kullanılarak toplanmıştır. Bulgular: Kahoot grubunun ara sınav (u=218, p<0,05), final sınavı (u=364, p<0,05) ve yarıyıl sonu (u=229, p<0,05) puanları kontrol grubuna göre anlamlı derecede yüksektir. Ara sınavda Kahoot grubunun bilişsel alana ilişkin bilgi (u=265, p<0,05), anlama (u=301,5, p<0,05) ve toplam puanları (u=201,5, p<0,05) kontrol grubuna göre anlamlı düzeyde yüksektir. Final sınavında Kahoot grubu öğrencilerinin bilişsel alanda kontrol grubuna göre anlamlı düzeyde daha yüksek bilgiye (u=359,5, p<0,05) ve toplam puanlara (u=360,5, p<0,05) sahip oldukları görülmüştür. Vaka ve kontrol gruplarında motivasyon puan ortalamaları ile tüm alt boyut puan ortalamalarına bakıldığında her iki grubun da motivasyon düzeylerinin orta düzeyde olduğu ve 2 grup arasında anlamlı bir fark olmadığı sonucuna varılmıştır. Sonuç: Kahoot kullanımının öğrencilerin bilişsel alan temel düzeyinde sınav puanlarını ve öğrenme çıktılarını artırdığı ancak motivasyon düzeylerini etkilemediği sonucuna varılmıştır.

Anahtar Kelimeler: Hemşirelik eğitimi; Kahoot; motivasyon; öğrenme
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