Background: This study aims to investigate the impact of collaborative Kahoot and Crossword puzzles as formative assessment tools on the knowledge, satisfaction, and motivation of operating room nursing students regarding posterior lumbar interbody fusion instrumentation.
Materials and methods: In this quasiexperimental study, 40 operating room nursing students from the 6th and 8th semesters at Ardabil University of Medical Sciences were randomly assigned to two intervention groups. Two face-to-face sessions were conducted, and at the end of each session, collaborative formative assessment of students was conducted using two methods: one group used the Kahoot platform, while the other completed paper-based Crossword puzzles. For data collection, a researcher-developed knowledge test (pretest and post-test), Motivation for Cooperative Learning Strategies questionnaire, and a researcher-developed satisfaction questionnaire were used.
Results: There was no statistically significant difference in demographic variables and mean knowledge scores of the pretest between the Kahoot and Crossword puzzle groups (P > 0.05). The mean knowledge scores of the post-test were significantly higher than the mean pretest scores in both groups (P < 0.0001). In addition, the two groups had no significant difference in post-test scores (P > 0.05). However, the mean scores of satisfaction (P = 0.020) and motivation (P < 0.0001) were significantly higher in the Kahoot group compared with the Crossword puzzle group.
Conclusion: Kahoot and Crossword puzzles are effective for formative assessment and feedback, enhancing operating room nursing students' knowledge. However, Kahoot significantly increases motivation, satisfaction, and engagement, offering dynamic learning experiences compared with Crossword puzzles.
Keywords: Crossword puzzle; Kahoot; formative assessment; knowledge.
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