Effectiveness of Kahoot Game-based Learning and Satisfaction of Newly Graduated Nurses: A Pilot Randomized Controlled Trial

<i>Purpose: </i>Teachers often face the challenges in maintaining the student attention in class. This study aimed to evaluate the effectiveness of the Kahoot! game-based learning (KGBL) platform in enhancing attention span, theoretical knowledge acquisition, and satisfaction among newly graduated nurses in a hospital setting. <i>Methods: </i>This study employed a randomized controlled trial design. Newly graduated nurses from a tertiary hospital in China were recruited in September 2023. Participants were randomly assigned to either the experimental group (n=44) or the control group (n=43). The experimental group underwent a 5-day training program incorporating pre-class quizzes via the KGBL platform, while the control group received traditional classroom-based training without the gamified component. The training content followed the 2016 “Newly Employed Nurse Training Outline,” covering essential theoretical knowledge and practical guidelines. The concentration indicator was used to assess the nurses classroom attention; the acquisition of theoretical knowledge was measured using a closed-book exam. A 9-item questionnaire was used to survey the intervention group's satisfaction and attitude toward KGBL <i>Results: </i>The results showed that the KGBL group's concentration scores (eye contact, body language, classroom behaviour, and total score) were significantly higher than those of the control group at 5, 15, and 25 minutes (P < 0.001). At 35 minutes, the KGBLgroup continued to show significantly higher scores in eye contact, body language, and overall attention was a statistically significant difference (P < 0.001). Test of theoretical knowledge: the KGBL group had an average score of 91.1±4.1, while the control group had an average score of 77.3±5.5 was a statistically significant difference (P<0.001). The majority of nurses reported KGBL reinforced the content learning in class and they enjoyed the learning process (95.3%). Almost all participants (95.3%) expressed a desire that the KGBL could be integrated into their future learning or education. <i>Conclusions: </i>This pilot study demonstrated the feasibility of KGBL in the nursing training program in hospital situations and suggested its potential effectiveness in enhancing attention, test scores, and satisfaction. Despite limitations such as the short study duration and lack of long-term follow-up, these preliminary findings suggest that gamified learning tools like KGBL could play a valuable role in enhancing nurse training. Further research is needed to explore the long-term impact of KGBL on learning outcomes and its broader applicability in nursing education.