Page 336 - International Perspectives on Effective Teaching and Learning in Digital Education

Betül Tosun and Ayla Yava

overcame it. This helps assess critical thinking and the transfer of
knowledge into practice (Kalelioğlu & Gülbahar, 14).
− Give Qualitative Feedback: Collect qualitative data through post-game
interviews or focus groups to gain insight into students’ experiences
and perceptions of the learning process (Scherer et al., 16).
− Portfolio Assessments: Encourage students to create portfolios do-
cumenting their learning experiences, including their thoughts about
the game, the skills they developed, and how they put what they lear-
ned into practice.

Barriers and Limitations for Creating and Implementing DGBL
in Nursing Education
It is seen that creating a learning environment with serious game method
has the potential to contribute to the field of nursing education. There are
also some limitations in the adoption of game-based learning. Lack of tech-
nological infrastructure, digital literacy levels of instructors and social factors
affecting student motivation may be among these obstacles. Some students
may not find the content presentation and educational benefits of the game
effective enough, and students’ access to technology should be considered
as a factor that increases these difficulties. In addition, most of the studies
have design deficiencies, most require a high budget, and learning in small
groups limits their generalizability and application to large masses.
Developing serious games with well-defined learning objectives, well-de-
fined skill contents, a solid theoretical basis and conceptual framework re-
quires serious time, work and technological competence. Another important
issue is that the development of these games requires long-term work with
experts in scientific fields other than nursing disciplines, such as computer
and software engineering, and a technical infrastructure and the ability to
use this technology. These aspects include challenging features for nursing
educators.

Implications for Nursing Education
The development of serious games allows nursing education curricula to be
updated according to current conditions and to enrich students’ clinical ex-
periences. The inclusion of these games in the educational process allows stu-
dents to practice as much as necessary to develop their knowledge and skills
without harming the patient before applying them in real-life settings, and
helps students develop active learning skills while gaining important compe-

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