The objective of this study was to analyze the knowledge and attitudes towards Basic Life Support (BLS) acquired through a gamified proposal. A comparative study was carried out with Compulsory Secondary Education students control group (CG; classical teaching) and experimental group (EG; gamified proposal). An Ad Hoc questionnaire of 10 questions was used to evaluate knowledge and an attitude questionnaire towards BLS in 65 students (30 women) with a mean age of 14.14 ± 0.43 years. The results of the total number of correct answers between the CG and the post-intervention EG were not significant (p > 0.050), but they were significant in both groups with respect to the pre-intervention questionnaire [i.e., CG (p .050). A gamified proposal produces the same learning as the traditional method and, in addition, increases perceived self-efficacy, positive motivation and intention to perform BLS, and decreases demotivation.
García et al. (Wed,) studied this question.