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

Identificador:  imarina:9597734

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

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

Resumen:
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 perf