Use of LEGO Serious Play® in nursing education: A descriptive cross-sectional study

Identifier:  imarina:9597734

Handle: https://hdl.handle.net/20.500.11797/imarina9597734

Authors:  Raquel González-Hervías Leticia López-Pedraza Marina Gómez de Quero Córdoba Rosa Raventós-Torner Roser Cuesta-Martínez Leyre Rodriguez-Leal

Abstract:
The Lego Serious Play® methodology uses LEGO bricks to foster creativity, participation, and meaningful learning. We explored its impact on emotional regulation and motivation in mental health education nursing students. A qualitative study was conducted through reflective writing after group activities (8 to 10 students) involving constructions representing mental health issues, complemented by a Metaplan (participatory, visual methodology using cards to organize and discuss ideas), with symptoms, treatment, and nursing care. Students presented their models, Metaplan, and a podcast on mental health care. Findings revealed perceived advantages and disadvantages of gamification, highlighting its positive influence on motivation and emotional regulation. Since the establishment of the European Higher Education Area (EHEA), aimed at harmonizing higher education systems across Europe and promoting student-centered learning, the university framework has undergone a substantial change in the teaching–learning model. This transformation has emphasized the adoption of active methodologies and more innovative pedagogical approaches, fostering greater student motivation, engagement, and responsibility for learning. Within this context, several studies have compared traditional teaching methods with active methodologies, reporting improvements in intrinsic motivation, satisfaction, and student involvement when the latter are applied (Font, 2019). There is still a great lack of knowledge about how motivation and emotional self-regulation work during the university learning process, but it seems that motivation is determinant for student development and commitment (ElKelish & Ahmed, 2021). Some research has shown that the use of adequate emotional strategies improves academic performance, while poor emotional management can have a negative effect. Similarly, it has been seen that motivation improves if there is correct management of emotions during learning (Blanié et al., 2020). A study conducted with nursing students has shown the relationship between stress, self-regulation, and motivation during the learning process, observing that stress has a negative effect on the process of emotional self-regulation and motivation during learning (Albagawi et al., 2024). Additionally, a theoretical approach to the concept of gamification has shown that the use of gamification in the classroom improves motivation, self-control, and emotional regulation during the teaching–learning process, allowing total immersion in the task and facilitating an optimal psychological state characterized by deep concentration, enjoyment, and a balance between perceived challenges and skills (García-Casaus et al., 2020). It seems that the use of games helps reduce stress, frustration, and fatigue in students and allows them to develop greater independence and empowerment, while relating better with peers. The purpose of this study was to describe the experiences of students with the combined use of the Lego Serious Play (LSP®) methodology and the Metaplan technique in the context of a mental health nursing course.