13 The questions

Define the questions that will be raised to the students in every DP.

Ideally, every DP should contain a question that requires the learner to apply their content knowledge and problem-solving skills. The questions can be designed to deepen the learners understand of the topic area or assist them in developing an understanding of how their theoretical knowledge can be applied in a realistic practice setting in order to provide high quality, safe, and competent care.

To develop questions for decision point, developers should familiarize themselves with the evidence-based literature, protocols and guidelines that will support the correct responses to the questions.  It is recommended that developers organise focus groups with learners, educators and clinical practitioners to identify content and practices which novice learners find most challenging. The commonly identified gaps identified in the focus groups can serve as the foundation for the questions that are asked in each decision point.

Questions should be written in a concise and direct language and should not leave anything for interpretation by learners. Moreover, they should be designed as multiple-choice or open-ended questions to avoid a yes or now response. Questions and the multiple-choice responses should be carefully worded to avoid giving clues to the correct response. Educators may find it useful to apply their skills in designing effective multiple-choice exam questions to assist them in designing DP questions. .

Questions should be integrated into the scenario in this first-person. The question should be asked to the learner directly asking them what “they” should do next or to identify “their” priorities or next action “they” should. By using the technique of asking questions in the first person, learners take on the character of the care provider within the simulation, resulting in enhancing their emotional engagement with the simulation.

As important or even more than the questions are the predefined optional answers that should be provided for each question so that the students decide which is the best way to proceed. The answer of the students to these questions will define the way in which the situation will evolve based in the correctness or not of the judgement. All these options of answer should be clear and very concise avoiding long sentences. The idea to write these answers is to use the minimum amount of words to provide an unequivocal message.

An example of a question used in the VGS “Hello, you must be Flo!” is:

There are various types of questions that can be used to create decision points within virtual gaming simulations (VGS). Multiple-choice questions are a common format and can be useful when there are clear options to choose from. However, other formats can also be used, such as open-ended questions, where students can provide their own answers based on their understanding of the situation.

Another format is scenario-based questions, where students are presented with a situation and are asked to make a decision based on the information provided. This format can be useful in simulating real-life situations and helping students develop critical thinking skills.

Furthermore, technology can be utilized to provide interactive question formats such as drag and drop, matching, and fill in the blanks. These formats can make the exercise more engaging and interactive for students, increasing their interest and motivation to participate.

Overall, the choice of question format will depend on the learning objectives, technological capabilities, and the complexity of the situation being presented.

Feedback

As we are talking about a training tool, more than an assessment tool, it is important to pay careful attention to the feedback that we will give to the users when they chose an inappropriate answer. Here resides much of the learning potential of the VGS. When a student makes a mistake is the critical moment to make sure that they understand their misconception and learn how to properly proceed in front of that situation. That is why many authors and also the own students consider the immediate feedback of virtual simulations as a key educational element for the improvement of their learning, allowing them to make the proper adjustments in their decision and get a higher level of performance (Nkhoma et al., 2014).

This feedback (formative assessment) can be given in different formats depending on the type of information that needs to be conveyed. Text-based feedback can be useful for providing a concise explanation of why a particular answer is incorrect and what the correct decision would be. This format is easy to read and can be quickly delivered to the learner.

Visual feedback can also be a powerful tool for providing feedback. By showing the consequences of a poor decision, students can see the impact of their choices and understand the potential outcomes of their decisions.

Moreover, a combination of video and text-based feedback can be engaging and informative, providing learners with a more comprehensive understanding of the situation and the potential outcomes of their decisions.

At the end of the simulation, it is also adequate to recapitulate and provide a summary (final assessment) with the questions made during the simulation and the answers chosen by the students.

By reviewing their answers and comparing them to the correct answers, learners can gain a better understanding of their decision-making process and identify areas where they have knowledge gaps or need to improve. This approach can also help students remember the key concepts and principles presented within the VGS.

The summary assessments can also be used as a tool for measuring teaching effectiveness. By analyzing the learners’ performance, educators can identify content where the learners need more support and adjust their teaching accordingly.

Bibliography: For more information about how to conduct focus groups with learners to determine the effectiveness of a VGS in promoting their learning check the following resource:

• • • Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage publications. https://bit.ly/3VhFFpI