Page 335 - International Perspectives on Effective Teaching and Learning in Digital Education

Serious Digital Game-Based Learning in Nursing Education

learning objectives. Look for evidence-based games that have been
validated in nursing education or similar fields.
− Integrate Curriculum: Ensure that the game fits seamlessly into the ex-
isting curriculum. Consider how it complements other learning activi-
ties, such as lectures, simulations, or clinical practice.
− Develop a Teaching Plan: Create a detailed plan for how the game will
be introduced, played, and debriefed. Include time for instruction on
the game mechanics and objectives.
− Facilitate Technical Preparation: Ensure that all necessary technology
and resources are available, including devices, internet access, and any
software or applications required.
− Train Educators: Provide training for educators on how to facilitate
the game, manage student engagement, and guide discussions
post-gameplay.
− Plan for Feedback: Design a structured debriefing session to reinforce
learning, allow students to reflect on their experiences, and discuss
how the game relates to real-world nursing practice.

Suggested Assessment Methods for Serious Digital Games in Nursing
Education

− Formative Assessment: Informal assessments can be used during the
game, such as observing student participation, teamwork, and decisi-
on making. Provide quizzes or analysis questions immediately after the
game to gauge understanding.
− Peer Assessment: Encourage students to provide feedback on each
other’s performance, especially in team-based scenarios. This can en-
courage collaboration and critical evaluation.
− Self-Assessment: Use surveys to allow students to assess their own lear-
ning and performance in the game. Provide feedback focused on skills
developed and areas for improvement.
− Performance Measures: Use in-game metrics such as completion rates,
scores, or time spent completing tasks to measure student performan-
ce.
− Pre- and Post-Tests: Conduct assessments before and after the game to
measure knowledge gains, changes in attitudes, or skill acquisition re-
lated to nursing competencies.
− Critical Incident Reports: Encourage students to describe a significant
moment or challenge they encountered in the game and how they

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