Pub Date : 2024-06-13DOI: 10.1177/10468781241261663
Luke Wilkins, Jamie Churchyard, Ross Dowsett, Gary Britton
Fantasy sports are a rapidly growing complement to the sports industry and recent research has explored the mental health experiences of those who play the game. This study aimed to test the findings from two such studies ( Wilkins et al., 2021 ; Wilkins et al., 2023 ). Questionnaire data measuring depression, anxiety, stress, positive mood, negative mood, problematic behaviour, and functional impairment from 635 fantasy football players were analysed using one-way ANOVAs. Amongst the significant results were the findings that: i) more experienced players reported less anxiety than less experienced players, and ii) players who engaged more with the game, made more social comparisons, and had greater financial involvement generally reported more mental health concerns and more positive mood than other players. Engagement levels play an important role in determining the wellbeing experience of fantasy football participants. These findings also lend support to the ‘Framework of Hypothesised Factors Leading to Predominantly Positive or Negative Experiences in FF’ and should be used by stakeholders within the fantasy sports industry to optimise the game-playing experience of participants.
{"title":"Exploring Fantasy Football Involvement and Mental Health through Player Experience, Engagement Levels, Social Comparisons, and Financial Incentives","authors":"Luke Wilkins, Jamie Churchyard, Ross Dowsett, Gary Britton","doi":"10.1177/10468781241261663","DOIUrl":"https://doi.org/10.1177/10468781241261663","url":null,"abstract":"Fantasy sports are a rapidly growing complement to the sports industry and recent research has explored the mental health experiences of those who play the game. This study aimed to test the findings from two such studies ( Wilkins et al., 2021 ; Wilkins et al., 2023 ). Questionnaire data measuring depression, anxiety, stress, positive mood, negative mood, problematic behaviour, and functional impairment from 635 fantasy football players were analysed using one-way ANOVAs. Amongst the significant results were the findings that: i) more experienced players reported less anxiety than less experienced players, and ii) players who engaged more with the game, made more social comparisons, and had greater financial involvement generally reported more mental health concerns and more positive mood than other players. Engagement levels play an important role in determining the wellbeing experience of fantasy football participants. These findings also lend support to the ‘Framework of Hypothesised Factors Leading to Predominantly Positive or Negative Experiences in FF’ and should be used by stakeholders within the fantasy sports industry to optimise the game-playing experience of participants.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"64 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.1177/10468781241255173
Lanlan Gao, Rupert Ward, Carlo Fabricatore, Ejaz Ahmed, María Ximena López
Social learning generates reframing when individual and collective values are reflected. This reframing enables community members to move from personal to collective views and actions, resulting in valuable outcomes that improve the community's functioning. This research aims to enhance the development of reframing with the help of role-playing games (RPG), given that digital games are considered particular communities. A relationship model was constructed to identify which game features generate reframing and how much they promote reframing. The model’s validity was tested using experts’ feedback and a game experience test (GET). The factor analysis results interpret that the features tested impact reframing. The study proposes that RPGs can promote reframing and identifies reframing associated with particular game features (such as game stories). Students, game designers, related teachers and researchers can benefit from using the model to encourage reflection using games or require a model to bridge game features with social learning.
{"title":"Exploring Game Features and Reframing: the Construction of a Relationship Model","authors":"Lanlan Gao, Rupert Ward, Carlo Fabricatore, Ejaz Ahmed, María Ximena López","doi":"10.1177/10468781241255173","DOIUrl":"https://doi.org/10.1177/10468781241255173","url":null,"abstract":"Social learning generates reframing when individual and collective values are reflected. This reframing enables community members to move from personal to collective views and actions, resulting in valuable outcomes that improve the community's functioning. This research aims to enhance the development of reframing with the help of role-playing games (RPG), given that digital games are considered particular communities. A relationship model was constructed to identify which game features generate reframing and how much they promote reframing. The model’s validity was tested using experts’ feedback and a game experience test (GET). The factor analysis results interpret that the features tested impact reframing. The study proposes that RPGs can promote reframing and identifies reframing associated with particular game features (such as game stories). Students, game designers, related teachers and researchers can benefit from using the model to encourage reflection using games or require a model to bridge game features with social learning.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"15 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/10468781241237251
Vildan Çakar, A. Karadağ
In recent years, serious games have been used as an educational method in various fields such as economy, marketing, military, education, and health as a training method. Pressure injuries (PIs) are a significant health problem and clinical quality improvement issue throughout the world. Implementation of prevention strategies has gained importance in all healthcare settings due to the negative effects of PIs. Educating patient relatives on PI prevention is essential. This study aimed to develop a serious game for the training of patient relatives on PI prevention and evaluate the game in terms of knowledge acquisition and its features. The study was carried out as a single-group quasi-experimental pre-test and post-test design in three stages between August 1, 2020-April 30, 2022. In the first stage educational content, knowledge assessment test, and game evaluation questionnaire were prepared. A web-based serious game (PreSore: Pressure Injury Prevention Game) was developed in the second stage. The participants played the game in the third stage, and data was collected. The study sample consisted of patient relatives (n=55). A knowledge assessment test (pre-test, post-test, and re-test) and a game evaluation questionnaire were administered for the data collection. It was determined that there was a significant increase in knowledge scores after the PreSore game implementation ( p < .001). Most of the participants indicated that the information in the game was easy to understand (98.2%), they wanted to share their educational experience with others with the digital game method (96.4%), and they found the game was authentic (94.5%). The study revealed that the PreSore game is a method that could be used to train patient relatives on PI prevention. Integrating the PreSore into daily practice in healthcare institutions and conducting prospective studies are recommended.
{"title":"Development and Evaluation of a Serious Game on Pressure Injury Prevention for the Training of Patient Relatives: A Quasi-Experimental Study","authors":"Vildan Çakar, A. Karadağ","doi":"10.1177/10468781241237251","DOIUrl":"https://doi.org/10.1177/10468781241237251","url":null,"abstract":"In recent years, serious games have been used as an educational method in various fields such as economy, marketing, military, education, and health as a training method. Pressure injuries (PIs) are a significant health problem and clinical quality improvement issue throughout the world. Implementation of prevention strategies has gained importance in all healthcare settings due to the negative effects of PIs. Educating patient relatives on PI prevention is essential. This study aimed to develop a serious game for the training of patient relatives on PI prevention and evaluate the game in terms of knowledge acquisition and its features. The study was carried out as a single-group quasi-experimental pre-test and post-test design in three stages between August 1, 2020-April 30, 2022. In the first stage educational content, knowledge assessment test, and game evaluation questionnaire were prepared. A web-based serious game (PreSore: Pressure Injury Prevention Game) was developed in the second stage. The participants played the game in the third stage, and data was collected. The study sample consisted of patient relatives (n=55). A knowledge assessment test (pre-test, post-test, and re-test) and a game evaluation questionnaire were administered for the data collection. It was determined that there was a significant increase in knowledge scores after the PreSore game implementation ( p < .001). Most of the participants indicated that the information in the game was easy to understand (98.2%), they wanted to share their educational experience with others with the digital game method (96.4%), and they found the game was authentic (94.5%). The study revealed that the PreSore game is a method that could be used to train patient relatives on PI prevention. Integrating the PreSore into daily practice in healthcare institutions and conducting prospective studies are recommended.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"136 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-26DOI: 10.1177/10468781241229614
Maryanne Cullinan, Laura L. Wood
The purpose of this study was to determine the effectiveness of a role-playing game (RPG) as a pedagogical tool for teaching beginning American Sign Language (ASL) to middle school students in a classroom setting. In this qualitative study, n = 40 students participated in a 50-minute class centered on the ASL role-playing game, Inspirisles, for 45 days. To collect data on the student experience of the Inspirisles class, a post-process focus group was conducted with an external moderator and students (n =18) who chose to participate. Student responses were coded using applied thematic analysis. Students reported learning 50 to 100 words in American Sign Language, including numbers and the fingerspelling alphabet. Beyond language acquisition, they reported three main themes: a change in learning dispositions, positive social-emotional growth, and identification of important factors for success in continuing classes. Students in the Inspirisles -based ASL class showed progress in learning ASL, with additional considerations for prosocial group learning in the classroom setting. However, further research is needed to see if this pedagogy is a viable option for long-term learning of ASL in the classroom setting.
本研究旨在确定角色扮演游戏（RPG）作为一种教学工具，在课堂上向初中生教授初级美国手语（ASL）的有效性。在这项定性研究中，n = 40 名学生参加了为期 45 天、每节课 50 分钟、以 ASL 角色扮演游戏 Inspirisles 为中心的课程。为了收集学生在 Inspirisles 课堂上的体验数据，我们与外部主持人和选择参与的学生（n = 18）进行了后期焦点小组讨论。学生的回答采用应用主题分析法进行编码。学生们表示学会了 50 到 100 个美国手语单词，包括数字和指拼字母表。除了语言学习之外，他们还报告了三大主题：学习态度的转变、积极的社会情感成长以及在继续学习中发现成功的重要因素。在基于 Inspirisles 的 ASL 课程中，学生在学习 ASL 方面取得了进步，并在课堂环境中对亲社会小组学习有了更多的考虑。不过，这种教学法是否是在课堂环境中长期学习 ASL 的可行选择，还需要进一步研究。
{"title":"Getting Inspired: A Qualitative Study on the Use of the Inspirisles Role-Playing Game to Teach Middle Schoolers American Sign Language","authors":"Maryanne Cullinan, Laura L. Wood","doi":"10.1177/10468781241229614","DOIUrl":"https://doi.org/10.1177/10468781241229614","url":null,"abstract":"The purpose of this study was to determine the effectiveness of a role-playing game (RPG) as a pedagogical tool for teaching beginning American Sign Language (ASL) to middle school students in a classroom setting. In this qualitative study, n = 40 students participated in a 50-minute class centered on the ASL role-playing game, Inspirisles, for 45 days. To collect data on the student experience of the Inspirisles class, a post-process focus group was conducted with an external moderator and students (n =18) who chose to participate. Student responses were coded using applied thematic analysis. Students reported learning 50 to 100 words in American Sign Language, including numbers and the fingerspelling alphabet. Beyond language acquisition, they reported three main themes: a change in learning dispositions, positive social-emotional growth, and identification of important factors for success in continuing classes. Students in the Inspirisles -based ASL class showed progress in learning ASL, with additional considerations for prosocial group learning in the classroom setting. However, further research is needed to see if this pedagogy is a viable option for long-term learning of ASL in the classroom setting.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"36 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139595192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-16DOI: 10.1177/10468781241226554
M. Schijven, T. Kikkawa
{"title":"The Therapeutic Potential of Gaming - Body and Mind Benefits","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781241226554","DOIUrl":"https://doi.org/10.1177/10468781241226554","url":null,"abstract":"","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.1177/10468781231222312
Takhdat Kamal, Rebahi Houssam, Eddabbah Mohamed, El Fadely Abdelmonim, Lamtali Saloua, El Adib Ahmed Rhassane
Simulation anxiety can hinder healthcare students' learning. Trait-mindfulness may help reduce learners' anxiety and improve their cognitive load during simulation training. However, the relationship between healthcare students' anxiety, trait mindfulness, and cognitive load has not been studied together during undergraduate interprofessional obstetric emergency simulation training. This observational correlational research examined the relationship between healthcare students' anxiety, trait-mindfulness, and cognitive load. Furthermore, it examined whether healthcare students' trait-mindfulness can moderate the effect of anxiety on cognitive load during undergraduate interprofessional obstetric emergency simulation training. Forty-six undergraduate medical and nursing students were enrolled in this study. Each participant (in a team of 3 to 4) completed one postpartum hemorrhage scenario. The French versions of the State-Trait Anxiety Inventory (STAI-Y; Gauthier & Bouchard, 1993), the Mindfulness Attention Awareness Scale (Germann et al., 2009), and Paas’s cognitive load scale (Paas, 1992) were used to measure anxiety, trait-mindfulness, and cognitive load, respectively. The study results show a positive correlation between healthcare students’ state-anxiety and cognitive load. Additionally, healthcare students’ mindfulness moderated the effect of state-anxiety on cognitive load during simulation training. As a personality trait, healthcare students’ mindfulness is associated with reduced simulation anxiety and improved cognitive load during obstetric emergency simulation training. Besides the learning tasks and simulation environment characteristics, simulation instructors should consider healthcare students’ anxiety and mindfulness to optimize their cognitive load during simulation training. The study demonstrated that healthcare students’ trait mindfulness mitigates the magnitude of simulation anxiety on cognitive load during emergency simulation training. It suggests further examining healthcare students’ personality traits to detect potential interactions of their traits with the simulation learning process.
{"title":"Healthcare Students’ Anxiety, Cognitive Load, and Trait-mindfulness during Interprofessional obstetric Simulation Training","authors":"Takhdat Kamal, Rebahi Houssam, Eddabbah Mohamed, El Fadely Abdelmonim, Lamtali Saloua, El Adib Ahmed Rhassane","doi":"10.1177/10468781231222312","DOIUrl":"https://doi.org/10.1177/10468781231222312","url":null,"abstract":"Simulation anxiety can hinder healthcare students' learning. Trait-mindfulness may help reduce learners' anxiety and improve their cognitive load during simulation training. However, the relationship between healthcare students' anxiety, trait mindfulness, and cognitive load has not been studied together during undergraduate interprofessional obstetric emergency simulation training. This observational correlational research examined the relationship between healthcare students' anxiety, trait-mindfulness, and cognitive load. Furthermore, it examined whether healthcare students' trait-mindfulness can moderate the effect of anxiety on cognitive load during undergraduate interprofessional obstetric emergency simulation training. Forty-six undergraduate medical and nursing students were enrolled in this study. Each participant (in a team of 3 to 4) completed one postpartum hemorrhage scenario. The French versions of the State-Trait Anxiety Inventory (STAI-Y; Gauthier & Bouchard, 1993), the Mindfulness Attention Awareness Scale (Germann et al., 2009), and Paas’s cognitive load scale (Paas, 1992) were used to measure anxiety, trait-mindfulness, and cognitive load, respectively. The study results show a positive correlation between healthcare students’ state-anxiety and cognitive load. Additionally, healthcare students’ mindfulness moderated the effect of state-anxiety on cognitive load during simulation training. As a personality trait, healthcare students’ mindfulness is associated with reduced simulation anxiety and improved cognitive load during obstetric emergency simulation training. Besides the learning tasks and simulation environment characteristics, simulation instructors should consider healthcare students’ anxiety and mindfulness to optimize their cognitive load during simulation training. The study demonstrated that healthcare students’ trait mindfulness mitigates the magnitude of simulation anxiety on cognitive load during emergency simulation training. It suggests further examining healthcare students’ personality traits to detect potential interactions of their traits with the simulation learning process.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1177/10468781231220728
Henry G.H. Low, Marina Ellefson
Serious games (SGs) have emerged as promising tools for life science education, providing interactive learning experiences that bolster accessibility and engagement. In the context of genetics education, which emphasizes hands-on problem-solving, SGs offer a potential platform to augment learning. This article presents the detailed design of a new educational SG, titled Punnett Farms, along with a pilot evaluation of the game. Designed to help students learn the fundamentals of Mendelian/molecular genetics, the game offers a colorful virtual world with embedded educational content aimed at cultivating interactive learning and engagement. Development of Punnett Farms was guided by principles of educational game design models. The game was implemented in Unity and C#. A pilot study was conducted with community college students (n = 22) to assess the game’s strengths and areas for improvement. Pre-/post-intervention knowledge assessments, along with questionnaires inspired by the GEM and MEEGA+ frameworks, were used to obtain insights into participants’ interest, enjoyment, and short-term learning outcomes. Participants exhibited possible short-term knowledge gains after playing Punnett Farms, as reflected by improved quiz scores. In questionnaire responses, participants also reported improved content understanding, interest towards the subject, and overall enjoyment in learning genetics. Additionally, players rated the game highly for presentation and educational utility. By integrating educational game design principles, Punnett Farms aims to provide an immersive environment that supports learning of essential Mendelian genetics topics. Results from the pilot study were positive, suggesting the game has potential to be a helpful resource for genetics learners. Future efforts will focus on continuing to improve and evaluate the game across different contexts.
{"title":"Punnett Farms: Developing An Immersive Educational Game-Based Platform for Learning Genetics","authors":"Henry G.H. Low, Marina Ellefson","doi":"10.1177/10468781231220728","DOIUrl":"https://doi.org/10.1177/10468781231220728","url":null,"abstract":"Serious games (SGs) have emerged as promising tools for life science education, providing interactive learning experiences that bolster accessibility and engagement. In the context of genetics education, which emphasizes hands-on problem-solving, SGs offer a potential platform to augment learning. This article presents the detailed design of a new educational SG, titled Punnett Farms, along with a pilot evaluation of the game. Designed to help students learn the fundamentals of Mendelian/molecular genetics, the game offers a colorful virtual world with embedded educational content aimed at cultivating interactive learning and engagement. Development of Punnett Farms was guided by principles of educational game design models. The game was implemented in Unity and C#. A pilot study was conducted with community college students (n = 22) to assess the game’s strengths and areas for improvement. Pre-/post-intervention knowledge assessments, along with questionnaires inspired by the GEM and MEEGA+ frameworks, were used to obtain insights into participants’ interest, enjoyment, and short-term learning outcomes. Participants exhibited possible short-term knowledge gains after playing Punnett Farms, as reflected by improved quiz scores. In questionnaire responses, participants also reported improved content understanding, interest towards the subject, and overall enjoyment in learning genetics. Additionally, players rated the game highly for presentation and educational utility. By integrating educational game design principles, Punnett Farms aims to provide an immersive environment that supports learning of essential Mendelian genetics topics. Results from the pilot study were positive, suggesting the game has potential to be a helpful resource for genetics learners. Future efforts will focus on continuing to improve and evaluate the game across different contexts.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"70 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.1177/10468781231219929
Vien-Thong Nguyen, Philip Hallinger, Parinya Showanasai
Although a growing number of simulations have been developed for the purpose of educating for sustainability, published reports consist primarily of prescriptive essays, case descriptions, and commentaries rather than empirical studies. Moreover, only a small number of the empirical studies have used experimental designs to assess their effects on learning. This article addressed the need for validated active learning tools that can be used by educators in educating for sustainability. This article presents the design and initial evaluation of the Leading Change for Sustainability in Schools (LCSS) computer simulation. The study examined the effects of the simulation on student engagement, skills in formulating and executing change management strategies, and the application of knowledge to the simulation challenge. This project employed the research and development method for product design and evaluation. A three-week simulation-based learning intervention was conducted with 32 experienced K-12 school teachers and administrators studying in a Master degree program in Vietnam. The research employed a quasi-experimental, time series design to assessed change in learners’ knowledge and skills following participation in the Leading Change for Sustainability in Schools intervention. Repeated measures ANOVA was used to evaluate week-by-week changes in learning outcomes. The study found that the simulation-based learning module organized around the Leading Change for Sustainability in Schools (Vietnamese version) simulation was highly engaging for students. Students played the simulation an average of 24 times outside of class during the three-week module (18 hours per student). Students’ skills in formulating and executing change strategies for sustainability improved significantly over the three-week module; 28 students reached the highest level of success on the final assessment. Students also demonstrated significant improvement in their ability to incorporate change management principles into their strategies, indicating improvement in higher-order thinking skills.
{"title":"Evaluating the Effectiveness of the Leading Change for Sustainability in Schools Simulation: A Research and Development Project","authors":"Vien-Thong Nguyen, Philip Hallinger, Parinya Showanasai","doi":"10.1177/10468781231219929","DOIUrl":"https://doi.org/10.1177/10468781231219929","url":null,"abstract":"Although a growing number of simulations have been developed for the purpose of educating for sustainability, published reports consist primarily of prescriptive essays, case descriptions, and commentaries rather than empirical studies. Moreover, only a small number of the empirical studies have used experimental designs to assess their effects on learning. This article addressed the need for validated active learning tools that can be used by educators in educating for sustainability. This article presents the design and initial evaluation of the Leading Change for Sustainability in Schools (LCSS) computer simulation. The study examined the effects of the simulation on student engagement, skills in formulating and executing change management strategies, and the application of knowledge to the simulation challenge. This project employed the research and development method for product design and evaluation. A three-week simulation-based learning intervention was conducted with 32 experienced K-12 school teachers and administrators studying in a Master degree program in Vietnam. The research employed a quasi-experimental, time series design to assessed change in learners’ knowledge and skills following participation in the Leading Change for Sustainability in Schools intervention. Repeated measures ANOVA was used to evaluate week-by-week changes in learning outcomes. The study found that the simulation-based learning module organized around the Leading Change for Sustainability in Schools (Vietnamese version) simulation was highly engaging for students. Students played the simulation an average of 24 times outside of class during the three-week module (18 hours per student). Students’ skills in formulating and executing change strategies for sustainability improved significantly over the three-week module; 28 students reached the highest level of success on the final assessment. Students also demonstrated significant improvement in their ability to incorporate change management principles into their strategies, indicating improvement in higher-order thinking skills.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/10468781231224836
Gul Sahin Karaduman, Tulay Basak
Virtual patients commonly train students in clinical competence in nursing education. This review aimed to evaluate the sample characteristics and sampling method, technological design of the virtual patients, duration of simulation methods, comparison methods used in control groups, outcomes of simulation interventions, and quality of the included randomized controlled studies. Five databases were searched using English-language keywords between 1995 and 2019. The Turkish Quality Assessment Tool for Quantitative Studies was used to evaluate the quality of randomized controlled trials. Of the 4235 studies identified, 10 randomized controlled trials reporting virtual patients in nursing education were reviewed. The total number of participants in the review was 787. The virtual patient methods used in all studies differed. The duration was different in all the studies. Standardized patients, traditional education, facilitated mannequin-based simulation, written descriptions of the skills, low-, medium-, and high-fidelity simulation, and virtual simulation without training methods were used in the control groups for the comparison. Six studies indicated that virtual patients increased students’ knowledge, skills, self-efficacy, self-confidence, nursing competencies, and satisfaction levels in clinical practice, while four studies found no significant difference between the groups. The quality was poor in four of 10 studies, moderate in two of 10 studies, and strong in four of 10 studies. This study demonstrated that the virtual patient methods used in studies varied in terms of technological design. The duration of simulation in the studies varied from less than 30 minutes to more than two months. The virtual patients could improve knowledge, skill acquisition, self-efficacy, self-confidence, and nursing competency compared with low-fidelity simulation, didactic education, no-intervention, or no-education studies. The quality results of the studies show that most of them had weak or strong research designs.
{"title":"Virtual Patient Simulations in Nursing Education: A Descriptive Systematic Review","authors":"Gul Sahin Karaduman, Tulay Basak","doi":"10.1177/10468781231224836","DOIUrl":"https://doi.org/10.1177/10468781231224836","url":null,"abstract":"Virtual patients commonly train students in clinical competence in nursing education. This review aimed to evaluate the sample characteristics and sampling method, technological design of the virtual patients, duration of simulation methods, comparison methods used in control groups, outcomes of simulation interventions, and quality of the included randomized controlled studies. Five databases were searched using English-language keywords between 1995 and 2019. The Turkish Quality Assessment Tool for Quantitative Studies was used to evaluate the quality of randomized controlled trials. Of the 4235 studies identified, 10 randomized controlled trials reporting virtual patients in nursing education were reviewed. The total number of participants in the review was 787. The virtual patient methods used in all studies differed. The duration was different in all the studies. Standardized patients, traditional education, facilitated mannequin-based simulation, written descriptions of the skills, low-, medium-, and high-fidelity simulation, and virtual simulation without training methods were used in the control groups for the comparison. Six studies indicated that virtual patients increased students’ knowledge, skills, self-efficacy, self-confidence, nursing competencies, and satisfaction levels in clinical practice, while four studies found no significant difference between the groups. The quality was poor in four of 10 studies, moderate in two of 10 studies, and strong in four of 10 studies. This study demonstrated that the virtual patient methods used in studies varied in terms of technological design. The duration of simulation in the studies varied from less than 30 minutes to more than two months. The virtual patients could improve knowledge, skill acquisition, self-efficacy, self-confidence, and nursing competency compared with low-fidelity simulation, didactic education, no-intervention, or no-education studies. The quality results of the studies show that most of them had weak or strong research designs.","PeriodicalId":506364,"journal":{"name":"Simulation & Gaming","volume":"96 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1177/10468781231212352
Jon Viktor Haugom, Solveig Struksnes
Society has an increasing demand for nurses, but the availability of clinical placements for nursing students does not keep pace with this need. As a result, the use of simulation as a supplement or replacement for clinical practice is being discussed. Simulation can be a resource-intensive learning method, making it important to consider how simulation can be organized and implemented as efficiently as possible without compromising learning outcomes. To explore students' experiences with different ways of organizing simulation. Method: Qualitative design inspired by action research. A purposive sample of 24 students was selected, and data was collected through eight focus group interviews. Inductive content analysis was used for data analysis. Three main categories emerged: the importance of a conducive level of stress for learning, feelings of responsibility and autonomy, and constructive feedback and reflection. The findings suggest that the presence of a facilitator in all stages of simulation may not necessarily be the most effective approach for learning. It appears that the facilitator could focus more on organizing the simulation so that all participants can actively engage, while utilizing their time to plan scenarios, establish a safe learning environment, and participate in a summary session to clarify unresolved academic questions and nursing practices
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