Page 333 - International Perspectives on Effective Teaching and Learning in Digital Education

Serious Digital Game-Based Learning in Nursing Education

cognitive development of students and other dynamics of the educational
process. These games provide students with the opportunity to put their
theoretical knowledge into practice, develop their problem-solving skills,
and simulate clinical situations, thus increasing their cognitive abilities such
as systematic and quick thinking and making correct decisions in different
clinical situations/problems (Stuckless et al., 14). In particular, it is known
that in education through serious games, student participation in the lesson
increases significantly and the retention of information obtained at the end
of the games is significantly higher compared to other teaching methods.
The features of the games require students to analyze complex situations in
scenarios quickly and accurately, make the right decisions and think about
the outcomes when they encounter them; these are important competen-
cies required in nursing practice (Lee et al., 4).

Increase in Clinical Competence with Realistic Clinical Scenarios
The scenarios developed in DGBL applications can simulate real situations/
cases that nurses may encounter in the hospital. It is stated that nursing stu-
dents who participate in this training method increase their clinical reason-
ing and decision-making skills compared to traditional methods. In addition,
such an experience can also provide deep and permanent learning and the
development of nursing competencies.

Flexible Learning Environment and Team Collaboration
Many serious games are designed to encourage cooperation and the team
concept among players. The training process carried out with serious games
also allows students to increase their communication skills, get to know the
team, and cooperation. In addition, the fact that the players are peers and
that a learning environment and opportunities are provided at the same
speed allows students to benefit from the learning environment to the max-
imum (Chang et al. 1).

Measurement and Evaluation
Serious games allow for the evaluation of pre-structured goals and rapid
feedback can be given. Various models can be used in the evaluation of learn-
ing. For example, Bloom’s taxonomy can be used to assess learning objectives
and learning outcomes (Krathwohl, ).

− 1.: To Remember:
− 1.1. To Recognize, 1.. To Recall

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