Volume 33, Issue 4 (Autumn 2025)
Avicenna J Nurs Midwifery Care 2025, 33(4): 290-298 |
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Ethics code: IR.MUMS.REC.1403.105
1- Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
2- Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran ,hadizadehz@mums.ac.ir
3- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
2- Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran ,
3- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract: (1509 Views)
Background and Objective: Improving the quality of education necessitates a transformation in teaching methods. Choosing the correct teaching method is crucial to student satisfaction and learning. This study aimed to compare flipped-game and flipped-traditional teaching on learning outcomes and student satisfaction in pregnancy and childbirth courses among midwifery students.
Materials and Methods: This quasi-experimental study was conducted in 2024-2025 on 65 students (43 undergraduate and 22 postgraduate) using a census method at Mashhad University of Medical Sciences. In this study, two class sessions were delivered using the combined flipped and game-based teaching method, while the other two sessions used a flipped and traditional teaching method. A demographic questionnaire, the satisfaction questionnaire by Bairamnejad et al., and multiple-choice questions to assess learning were used to collect data. Data were analyzed using SPSS software (version 25).
Results: Both teaching methods improved exam scores over time, with the technique incorporating games showing significantly higher scores than traditional teaching (P < 0.001). The evaluation of student satisfaction showed that 66.2% of the students reported high satisfaction with the flipped classroom combined with game-based teaching. In comparison, 38.5% reported high satisfaction with the flipped classroom combined with traditional teaching. Overall, comparing the average satisfaction between the two teaching methods showed that students were more satisfied with the game-based method than with the conventional method (P < 0.001).
Conclusion: The findings suggest that a combined flipped classroom and game-based teaching approach, compared to traditional education, has a positive effect on student satisfaction and learning outcomes, fostering a more dynamic and engaging educational environment.
Materials and Methods: This quasi-experimental study was conducted in 2024-2025 on 65 students (43 undergraduate and 22 postgraduate) using a census method at Mashhad University of Medical Sciences. In this study, two class sessions were delivered using the combined flipped and game-based teaching method, while the other two sessions used a flipped and traditional teaching method. A demographic questionnaire, the satisfaction questionnaire by Bairamnejad et al., and multiple-choice questions to assess learning were used to collect data. Data were analyzed using SPSS software (version 25).
Results: Both teaching methods improved exam scores over time, with the technique incorporating games showing significantly higher scores than traditional teaching (P < 0.001). The evaluation of student satisfaction showed that 66.2% of the students reported high satisfaction with the flipped classroom combined with game-based teaching. In comparison, 38.5% reported high satisfaction with the flipped classroom combined with traditional teaching. Overall, comparing the average satisfaction between the two teaching methods showed that students were more satisfied with the game-based method than with the conventional method (P < 0.001).
Conclusion: The findings suggest that a combined flipped classroom and game-based teaching approach, compared to traditional education, has a positive effect on student satisfaction and learning outcomes, fostering a more dynamic and engaging educational environment.
Type of Study: Original Research |
Subject:
Education in Nursing and Midwifery
Received: 2025/06/15 | Accepted: 2025/09/29 | Published: 2025/12/26
Received: 2025/06/15 | Accepted: 2025/09/29 | Published: 2025/12/26
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