The relationship between nursing students’ attitudes toward e-learning and their metacognitive levels regarding online gaming
Teaching and Learning in Nursing, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.teln.2026.07.028
- Dergi Adı: Teaching and Learning in Nursing
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, CINAHL, EBSCO Education Source, Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Attitude, E-learning, Metacognition, Nursing students, Online gaming
- Marmara Üniversitesi Adresli: Evet
Özet
Background: As digital technologies increasingly shape nursing education, exploring nursing students’ metacognitions about online gaming may provide valuable insights into their attitudes toward e-learning. Aim: This study aimed to determine nursing students’ attitudes toward e-learning, their metacognitive levels about online gaming, and the relationship between these 2 variables. Methods: This cross-sectional correlational study involved 375 nursing students selected via stratified sampling. Data were collected using the E-Learning Attitude Scale (E-LAS) and the Metacognitions about Online Gaming Scale (MSOG). The analysis was conducted using descriptive statistics, the Mann-Whitney U test, the Kruskal–Wallis H test, and Spearman correlation analysis. Results: The mean E-LAS score was 30.1 ± 7.20, indicating a moderately positive attitude toward e-learning. The mean MSOG score was 24.5 ± 7.37. Among the subdimensions, the mean score for negative metacognitions was 9.5 ± 4.59, reflecting a low-to-moderate level. A weak, positive, and statistically significant relationship was found between the total scores of the 2 scales (r = 0.185; p < 0.001). Conclusions: The findings indicate that nursing students’ attitudes toward e-learning are positively, though weakly, associated with their MSOG.