Research Related to Virtual Gaming Simulation
The virtual gaming simulations described in this resource have undergone considerable testing and evaluation to enhance the design and enrich the learner experience. The virtual gaming simulation development team conducted usability testing and multi-site qualitative and quantitative studies on the first and second virtual gaming simulations that were created; results are as follows:
- Usability testing, based on the Technology Acceptance Model, (Davis, 1989) concluded that nursing students and educators found the virtual gaming simulations were easy to use and useful in preparing for clinical practice (Verkuyl et al., 2016; Verkuyl et al., 2018).
- Qualitative study results indicated that Baccalaureate nursing students found the virtual gaming simulations provided an engaging, realistic clinical experience. Learners reported that they gained knowledge and that they wanted more virtual gaming simulation experiences (Verkuyl et al., 2017).
- A mixed methods study with learners bridging from the Registered Practical Nurse to the Registered Nurse program found that the authentic storyline enhanced the experience and resulted in knowledge gains, engagement, and increased self-confidence (Verkuyl & Hughes, 2019).
- A quasi-experimental study with Baccalaureate nursing students comparing an in-person simulation with a virtual gaming experience where the same scenario was used was conducted (Verkuyl et al., 2017). Results indicated that both groups made equal knowledge gains, the virtual gaming simulation group made greater self-efficacy gains, and both groups had high simulation experience satisfaction scores. Anecdotally, learners appreciated the safe learning environment and the ability to replay the experience provided by the virtual gaming simulation.
Positive outcomes provided from these, and numerous other studies, support the use of virtual gaming simulation in nursing and health care curricula (see Resources at the end of this chapter).
