Page 327 - International Perspectives on Effective Teaching and Learning in Digital Education

Serious Digital Game-Based Learning in Nursing Education

consider existing curricula and use distance education and digital teaching
applications (Ali, ). The increase in digital education effectiveness stud-
ies conducted with serious games in the COVID-19 and post-COVID period
is remarkable. Although digital games have become widespread in nursing
education, it should not be forgotten that these games require serious prepa-
ration and cost in terms of preparation, monitoring and objective evaluation.
In this section, serious DGBL applications in nursing education and their ef-
fectiveness in providing competence to nursing students are examined.

Advances in Digital Technologies
Digitalization and the internet environment, computer and game technol-
ogies, the prolifer ation of smartphones and tablets have also affected the
education and training sector and have provided significant changes in the
creation of a new and digital learning environment. In addition, tools such
as online courses, digital classrooms, e-learning platforms have undergone a
rapid transformation and are recommended for use by both public authori-
ties (such as Ministries of National Education) and public and private educa-
tional institutions for student-teachers (Şenyuva, 19). Various digital game
applications have been developed and started to be used in formal educa-
tion areas (Tschopp & Rach, 19). All these efforts have made it possible for
education to reach wider audiences.
Digital technologies play a critical role in increasing student engagement
and making learning experiences interactive, both in improving and en-
riching communication skills. Game-based learning and virtual reality (VR)
applications are innovative methods that encourage students’ active learn-
ing (Güngör et al., 4). These methods help students understand abstract
concepts by providing experiential learning opportunities (Kirkley & Kirkley,
5). The use of artificial intelligence (AI) technologies, which have started
to have a significant impact within the scope of DGBL, also enables personal-
ized learning experiences. AI-supported games can guide the structuring of
educational processes and offer learning paths adapted to individual needs
by analyzing student performance. Thus, it is possible to provide education-
al materials customized according to students’ strengths and weaknesses
(Şenyuva, 19; Luckin et al., 16).
International organizations, associations, local nursing organizations and
nursing departments related to nursing education recommend the optimum
use of technology in education to train nurses suitable for the ever-changing
technology and human profile in the health field. The International Council
of Nurses (ICN), the European Nurses Council, the American Nurses Creden-

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