Gaming as an Instructional Strategy

Paper Summary:

This paper takes an in-depth look at games as a way of engaging nursing students and maintaining their attention. This research study compares the effectiveness of two teaching strategies, lecture only and lecture with gaming, in baccalaureate nursing students' immediate knowledge and knowledge retention, using the concepts of arterial blood gases as the teaching exemplar. This study also explores students' attitudes towards gaming as an instructional strategy in nursing education.

Outline:
Chapter 1
Purposes of the Study
Statement of the Problems
Research Questions
Statement of Hypotheses
Theoretical Framework
Definition of Terms
Assumptions of the Study
Significance of the Study
Summary
Chapter 2
Review of the Literature
Theoretical Framework
Overview of Gaming
Gaming in Nursing Education

From the Paper:

"Another game that demonstrated cognitive outcome gains was McDougal's (1992) 'Ionic Exchange Game.' According to McDougal, the game was developed to increase student involvement, understanding of electrolyte imbalances, and outcomes of interventions. To play the game, students are divided into groups representing intracellular and extracellular components, the cell membrane, mobile ions, and water molecules. Scenarios are presented and the students physically move across the cell membrane accordingly based on their knowledge of fluid and electrolyte exchange. A debriefing occurred after each scenario by the teacher which included a summary of key components. Advantages to the game included increased active student involvement, reinforcement of learning, and enhancement of group problem-solving skills."

Sample of Sources Used:

• Akhutina, T., Foreman, N., Krichevets, A., Matikka, L., Narhi, V., & Pylaeva, N. et al. (2003). Improving spatial functioning in children with cerebral palsy using computerized and traditional games tasks. Disability and Rehabilitation, 25(24), 1361-1371.
• Aksu, M., Ozden, M. Y,. & Yildirim, Z. (2001). Comparison of hypermedia learning and traditional instruction on knowledge acquisition and retention. The Journal of Educational Research, 94(4), 207.
• Alvermann, D. E., & Heron, A. H. (2001). Literacy identity work: Playing to learn with popular media. Journal of Adolescent & Adult Literacy, 45(2), 118.
• Aviles, K., Phillips, B., Rosenblatt, T., & Vargas, J. (2005). If higher education listened to me. EDUCAUSE Review, September/October, 17-28.
• Ballantine, L. (2003). Games as an education and retention strategy. CANNT, 46, 46-48.

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