Page 334 - International Perspectives on Effective Teaching and Learning in Digital Education
P. 334
Betül Tosun and Ayla Yava
− .: To Understand:
− .1. To Interpret, .. Sample, .3. Classify, .4. Summarize, .5. To Infer,
.6. To Compare, .7. To Explain
− 3.: Apply:
− 3.1. Implement, 3.. Use
− 4.: Analyze:
− 4.1. Segregate, 4. Organize, 4.3 Attribute
− 5. Evaluate:
− 5.1 To Check, 5. To Criticize
− 6. Create:
− 6.1 Create, 6. Plan, 6.3 Produce
Using a taxonomy like the one above, feedback can be given to students
with an objective and universal evaluation method. This allows educators to
see the development and weaknesses of the students and can also highlight
areas that need development (Yurdabakan, 1).
Serious Digital Game Preparation Steps and Evaluation Methods
Studies show that serious digital games have the potential to be used in nurs-
ing education to improve knowledge, skills, and core clinical competencies.
By simulating real-life scenarios, developing critical thinking and collabora-
tion skills, effective evaluation methods, and flexible learning environments,
serious games can be used as an effective method to improve the quality of
healthcare for future nurses. Incorporating serious digital games into nurs-
ing education involves serious preparation processes, planning in line with
learning objectives, and developing objective evaluation tools and feedback
mechanisms. The following summarizes the steps involved in designing a se-
rious digital game for use in nursing education (Fleming, 8; Kalelioğlu &
Gülbahar, 14):
− Defining Learning Objectives: Clearly articulate the specific skills, knowl-
edge, and competencies that the game will address. This could include
clinical skills, critical thinking, teamwork, and decision-making.
− Identify Target Audience: Understand the demographic of your nursing
students, including their level of education (undergraduate vs. gradu-
ate), prior gaming experience, and learning preferences.
− Select Appropriate Games: Choose or design games that align with the
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