Development of water rescue competence through a project-based approach enriched with game elements
DOI:
https://doi.org/10.47197/retos.v81.118714Keywords:
Gamification, project-based learning, swimming ability, water rescue competence, water safetyAbstract
Introduction: Water rescue competence is an important component of aquatic education. Project-Based Learning (PjBL) supported by selected game-based elements may enhance engagement and competence development; however, its application in water rescue education remains limited. Objective: To examine the effectiveness of a Project-Based Learning (PjBL) approach supported by selected game-based elements in improving water rescue competence among university students and to analyze the moderating roles of gender and initial swimming ability.
Methodology: A quasi-experimental pretest–posttest non-equivalent control group design was conducted with 120 university students assigned to experimental and control groups based on intact class membership. Water rescue competence was assessed across cognitive, affective, and psychomotor domains using a performance-based instrument. Data were analyzed using mixed-design ANOVA.
Results: Significant improvements in water rescue competence were observed over time, with a significant time effect, F(1,112) = 122.02, p < .001, η²ₚ = .521, and a significant time × group interaction, F(1,112) = 16.12, p < .001, η²ₚ = .126, indicating greater gains in the experimental group. A significant time × ability interaction, F(1,112) = 23.28, p < .001, η²ₚ = .172, indicated greater relative improvement among participants with lower initial ability, whereas gender did not significantly moderate competence improvement.
Discussion: These findings suggest that PjBL supported by selected game-based elements can facilitate competence development in aquatic education.
Conclusions: PjBL supported by selected game-based elements appears effective in improving water rescue competence among university students.
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