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Effects of Enhanced Gaming Elements in Virtual Gaming Simulation on Learning Outcomes
Natasha Nurse-Clarke1, Brenda Hernandez-Acevedo1
1School of Health Sciences, Human Services and Nursing, Herbert H. Lehman College, City University of New York, Bronx, New York.
Background:
Virtual gaming simulation (VGS) is increasingly used in nursing education; however, limited research has examined the effect of enhanced gaming elements on student outcomes.
Method:
A randomized controlled experimental design with pre- and posttests was used to evaluate VGS enhanced with storylines, sound effects, and progress bars. Undergraduate nursing students were randomly assigned to either an enhanced VGS group or a traditional branching VGS group. Outcomes included knowledge retention, enjoyment, satisfaction, and self-confidence.
Results:
Students in the enhanced VGS group demonstrated significantly greater improvement in knowledge scores and significantly higher satisfaction and self-confidence scores compared with the control group. No significant differences were found in overall enjoyment scores; however, the enhanced group reported significantly higher Challenge/Improvement subscale scores.
Conclusion:
Enhanced gaming elements within VGS may improve knowledge retention, satisfaction, and confidence in undergraduate nursing students while promoting a more challenging and engaging learning experience.
