The Effect of Video-Assisted and Game-Based Approaches on Basic Life Support Training

Adult Basic Life Support (BLS) is a critical skill in emergency situations. Teaching this skill effectively to students in first aid and emergency aid programs is essential for imparting both theoretical knowledge and practical competencies. Educational methods have a direct impact on students' knowledge levels and skill acquisition. In addition to traditional teaching methods, advancements in educational technology have introduced innovative approaches such as interactive video games into this field. This study compares the effects of two different instructional methods-video-assisted education and interactive video game-supported education-on students' learning outcomes and practical performance in adult BLS training.

\*\*Basic Life Support (BLS)\*\* refers to non-pharmacological interventions performed to sustain life by pumping blood from the heart through external chest compressions and delivering oxygen to the lungs via artificial respiration for individuals showing no signs of life (chest movement, coughing, any bodily movement, or pulse). In cases where critical risks persist in the circulatory and respiratory systems, if BLS interventions are not promptly initiated, brain damage can occur within 4-6 minutes after the cessation of respiration and circulation. If the oxygen deprivation to brain tissue exceeds 10 minutes, irreversible brain damage ensues.Therefore, considering the critical importance of BLS in both prehospital and in-hospital cardiac arrest situations, BLS training is incorporated as a mandatory course in the curriculum for students in First and Emergency Aid programs.

Despite the transformative role of digital technologies in education in recent years, globally, BLS training is predominantly conducted using traditional methods. In the traditional approach, the instructor initially provides theoretical knowledge on BLS and then conducts practical skill training using CPR mannequins. At the end of the training, students practice what they have learned on the mannequin under the instructor's supervision. However, research indicates that, despite its widespread use, the traditional method alone is insufficient and that knowledge and skills acquired through this approach may fade over time. The primary limitations of the traditional method include large class sizes, insufficient instructor numbers, time constraints, and the limited opportunity for each student to practice adequately.

On the other hand, various studies emphasize the importance of traditional education and suggest that its effectiveness can be enhanced, and the retention of skills prolonged when supplemented with alternative methods. For instance, a study by Castillo et al. (2020) highlighted that hybrid approaches combining traditional BLS training with other instructional methods improved knowledge retention. Therefore, it is recommended that traditional methods be supported by evidence-based new approaches to enhance educational efficiency. Among these methods, video-assisted training, when combined with face-to-face theoretical education, has been shown to improve students' knowledge and skill levels in BLS. However, research on this subject remains limited, and the ideal methodology for teaching correct intervention knowledge and skills in cardiac arrest and ensuring their retention has yet to be determined. To achieve the goal of delivering high-quality resuscitation, further exploration of new methodologies and technologies is needed.

Eligibility Criteria:
Inclusion Criteria:

* Being a student of the first and emergency aid program
* Not having received any previous training on basic life support
* Understanding and speaking Turkish
* Voluntarily accepting to participate in the research

Exclusion Criteria:

* Being on leave of absence, being on sick leave, being absent during the implementation process of the research,
* Being a foreign national,
* Not accepting to participate in the research.