Abstract:
The problem. The purpose of this study was to
determine if learning through games can effect learning outcomes. A convenience sample of two groups of students was utilized. There were 35 nursing students in the experimental group and 25 nursing students in the control group.
Procedure. A game, ANATOMANIA, developed by the
researcher, was used in conjunction with classroom
lecture and laboratory experiences with the
experimental group. The control group utilized
classroom lecture and laboratory experiences with no use of the game ANATOMANIA. A pretest-posttest
examination, written by the investigator, was used as the data collection tool.
Findings. A "t" test was used to determine if there was any statistical differences in pretest score means between the experimental and control groups (t=6.3765; p=0.000). Data analysis demonstrated that the experimental group had significantly higher pretest scores than the control group. A "t" test was then done to compare the differences in posttest-pretest scores of the groups. This analysls demonstrated that the
experimental and control groups did not differ
significantly with respect to posttest-pretest scores (t=1.2151; p=0.2293).
Conclusions. This study suggests that the use of the game ANATOMANIA did not significantly effect learning achievement in an anatomy and physiology course for nurses.
Recommendations. Expansion and replicatlon of this
study in another setting is recommended. Another
recommendatlon would be to construct a tool to measure the results in the affective domain.
