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

Authors

  • Adrián Rodríguez-García 1 Departamento de Salud, Universidad Internacional Iberoamericana, Campeche 24560, Mexico; 2 Faculty of Health Sciences, Universidad Europea del Atlántico, 39011 Santander, Spain https://orcid.org/0009-0005-8680-6885
  • Giovanna Ruiz-García Institute of Secondary Education José del Campo, 39849 Ampuero, Spain
  • Marcos Mecías-Calvo Faculty of Teacher Training, Universidade de Santiago de Compostela, 27001 Lugo, Spain https://orcid.org/0000-0002-4719-7686
  • Rubén Navarro-Patón Faculty of Teacher Training, Universidade de Santiago de Compostela, 27001 Lugo, Spain https://orcid.org/0000-0003-2555-0319

DOI:

https://doi.org/10.12800/ccd.v20i65.2307

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.

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Published

2025-10-08

How to Cite

Rodríguez-García, A., Ruiz-García , G., Mecías-Calvo, M., & Navarro-Patón, R. (2025). 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. Cultura, Ciencia Y Deporte, 20(65). https://doi.org/10.12800/ccd.v20i65.2307

Issue

Vol. 20 No. 65 (2025)

Section

Gamification in Physical Education and Sport. An empirical approach to current research

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