CAN A GAMIFIED PROPOSAL IMPROVE KNOWLEDGE AND ATTITUDES TO PERFORM CARDIOPULMONARY RESUSCITATION? A PILOT STUDY WITH SECONDARY SCHOOL STUDENTS FROM CANTABRIA : GAMIFICATION TO IMPROVE KNOWLEDGE AND ATTITUDES TO PERFORM CARDIOPULMONARY RESUSCITATION

Abstract

The objective of this study was to analyze the knowledge and attitudes towards Basic Life Support (BLS) acquired through a gamified proposal. A comparative study was carried out with Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. An Ad Hoc questionnaire of 10 questions was used to evaluate knowledge and an attitude questionnaire towards BLS in 65 students (30 women) with a mean age of 14.14 ± 0.43 years. The results of the total number of correct answers between the CG and the post-intervention EG were not significant (p > 0.050), but they were significant in both groups with respect to the pre-intervention questionnaire [i.e., CG (p < .050). 001); EG (p < .001)]. In the post-intervention attitude questionnaire, EG scores increased in self-perception (p < .001), intention to perform BLS (p = .011) and positive motivation (p = .006), and amotivation score decreased (p = .027), but there were no changes in CG (p > .050). A gamified proposal produces the same learning as the traditional method and, in addition, increases perceived self-efficacy, positive motivation and intention to perform BLS, and decreases demotivation.