1. Effects of a serious smartphone game on nursing students` theoretical knowledge and practical skills in adult basic life support : randomized wait list-controlled trialNino Fijačko, Ruth Masterson Creber, Špela Metličar, Matej Strnad, Robert Greif, Gregor Štiglic, Pavel Skok, 2024, original scientific article Abstract: Background: Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time.To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education.
Objective: The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students’ theoretical knowledge of and practical skills in adult BLS.
Methods: This study used a randomized wait list–controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone
gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants’ theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist.
Results: In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants’ theoretical knowledge and practical
skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator.
Conclusions: Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training.
Keywords: serious smartphone game, adult basic life support, teaching, games, gaming, education, nurses, nursing, educational, mHealth, mobile health, applications, smartphones, randomized controlled trial, technology-enhanced learning, life support, knowledge retention, practical
Published in DKUM: 27.11.2024; Views: 0; Downloads: 1
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2. Views of students, parents, and teachers on smartphones and tablets in the development of 21st-century skills as a prerequisite for a sustainable futureVida Lang, Andrej Šorgo, 2024, original scientific article Abstract: It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for
humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were
relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.
Keywords: 21st-century skills, smartphone, mobile learning
Published in DKUM: 18.09.2024; Views: 0; Downloads: 2
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3. Mobile learning usage and preferences of vocational secondary school students : the cases of Austria, the Czech Republic, and GermanyAntun Biloš, Davorin Turkalj, Ivan Kelić, 2017, original scientific article Abstract: The purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools in three European Union countries (Austria, the Czech Republic, and Germany). The research focused on exploring students’ mobile device usage habits, their attitudes toward education in the context of mobile application support, and preferences regarding mobile learning features. The research confirmed a high level of mobile device usage among secondary school students on a daily basis; smartphones and laptops were the most commonly used devices. The vast majority of participants perceived themselves to be advanced mobile device users, but reported a deficit of ICT-assisted mobile learning experience. However, the majority of respondents with prior ICT-assisted education experience described it as a positive or very positive experience. In addition, study participants tended to agree that mobile learning will play a significant role in education in the future. The paper also explored the reported differences among the students in the three countries and suggested several implications for understanding students’ views of mobile learning. The findings provide insights into possibilities of m-learning implementation while creating a framework for m-learning application development in the VET secondary school environment.
Keywords: mobile learning, secondary school education, online teaching, student mobile device usage, m-learning, mobile teaching
Published in DKUM: 14.11.2017; Views: 1491; Downloads: 168
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4. Materials design for language m-learningDejan Pukšič, Melita Zemljak Jontes, Marjan Krašna, 2015, original scientific article Abstract: Today's smart phones are versatile multimedia devices. Their processing power is incredible compared to decades-old personal computers (PCs), and the time is right to use them in education. The touch screen has provided a haptic user interface that cannot be considered as merely another mouse. The design of m-learning materials therefore needs to follow a special set of rules to maximize the efficiency of constraints posed by the devices and the user interface. In the article the design considerations are presented in the context of a practical application for using mobile devices in language learning with the application BlaBla$^{TM}$.
Keywords: m-learning, design, mobile assisted language learning, haptic user interface
Published in DKUM: 21.09.2017; Views: 1358; Downloads: 160
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