An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation

Dankbaar, Mary; Alsma, Jelmer; Jansen, Els E. H.; Merriënboer, Jeroen J. G. van; Saase, Jan L.C.M. van; Schuit, Stephanie C. E.

doi:10.1007/s10459-015-9641-x

Cited by 118 publications

(105 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The use of games seems to decrease opportunities for peer interaction and communication with instructors (Bolliger et al, 2015), whereas playing individually is sometimes considered better than working in a team (Merchant et al, 2014). Also, in some cases, games and simulations through collaborative activities distract students and hinder learning (Dankbaar et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…There has been an impact evaluation across subject disciplines, such as Computer Science (Strycker, 2016), Engineering (Chaves et al, 2015), Physics (Adams, 2016), Medicine (Dankbaar, 2016), Nursing (Sarabia-Cobo, 2016), Management (Geithner & Menzel, 2016), Political Sciences (Jones & Bursens, 2015), Education (Ke, 2015), Languages (Franciosi, 2016), and Social Sciences (Cózar-Gutiérrez & Sáez-López, 2016).…”

Section: Cognitive Outcomesmentioning

confidence: 99%

“…Motivation is considered a central factor in the majority of reviewed studies (Felicia, 2011;Ljungkvist & Mozelius, 2012;von Wangenheim et al, 2012;Bellotti et al, 2013;Hannig et al, 2013;Ahmad et al, 2013;Pløhn, 2013;Denholm et al, 2012;Dzeng et al, 2014;Lancaster, 2014;Ariffin et al, 2014;Bolliger et al, 2015;Cózar-Gutiérrez, & Sáez-López, 2016;Dankbaar et al, 2016;Fu et al, 2016). Some results suggest the effectiveness of GBL in motivating and achieving learning goals can be found at the lower levels of Bloom's taxonomy (e.g.…”

Section: Motivation and Engagementmentioning

confidence: 99%

“…Shieh et al's (2010) mixed methodology research reveals that experimental groups show positive attitudes toward an innovative learning environment and outperform the control groups (in conventional classes). Some studies depict either neutral effects (Rajan et al, 2013;Beuk, 2015;Bolliger et al, 2015;Dankbaar et al, 2016;Strycker, 2016) or negative attitudes towards game use in the learning experience (Jiménez-Munguía & Luna-Reyes, 2012). Students experience more anxiety and boredom during conventional courses, which acts as an impediment to acquiring substantial problem-solving skills.…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

See 3 more Smart Citations

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

479

265

View full text Add to dashboard Cite

The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Cognitive Outcomesmentioning

confidence: 99%

Section: Motivation and Engagementmentioning

confidence: 99%

Section: Attitudes and Satisfactionmentioning

confidence: 99%

See 2 more Smart Citations

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

479

265

View full text Add to dashboard Cite

show abstract

“…Medical students play the game and it has a positive efect on development of students' cognitive skills and motivation [30].…”

Section: Educational Games In Higher Educationmentioning

confidence: 99%

Educational Games in Higher Education

İnce¹

2018

Simulation and Gaming

View full text Add to dashboard Cite

Technological innovations change the learning environments and transform the traditional methods. Educational computer game is one of the most popular emerging educational technologies. In this chapter, documentation method is used to analyze studies about educational games in higher education, in light of a deep literature review. A case study design based on the qualitative research paradigm is employed for organizing the literature review data around categories. An educational game is designed about learning computer hardware, named Computer Hardware Game (CHG). CHG is a game aiming convenience and permanence of learning with providing a closeup view of the computer hardware in three dimensions. The CHG was used in the computer hardware course of the

show abstract

Biomedical students' satisfaction with and engagement in laboratory e‐learning support are related to their self‐regulation

Moelans,

Geerling,

Radersma

et al. 2024

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Laboratory e‐learning support tools can assist students' learning while preparing for laboratory classes. To successfully work in such virtual experimental environments (VEEs) outside class, students require self‐regulated learning (SRL) skills. A deeper understanding of the continuous reciprocal interactions between SRL, satisfaction, and online engagement is needed to develop more effective online learning experiences. This study therefore aimed to explore the interconnection between students' satisfaction with, effort/importance and engagement in an exemplary VEE, and to relate this to their perceived SRL and learning outcomes. Based on surveys in 79 university students, SRL was related to VEE engagement, effort/importance, and satisfaction. VEE engagement and satisfaction were not related to learning outcomes, while SRL and effort were. Students with different SRL also tended to interact differently with the VEE and experienced differing degrees of procedural and feedback support by the e‐environment. We conclude that, for optimal learning experience and outcomes, students' effort regulation and SRL need to be supported while interacting with the VEE, preferably by interventions that integrate personalized and adaptive features. This study has implications for designing and optimizing VEEs and indicates that future research should focus on VEEs taking students' SRL and effort regulation into account to support individual learners effectively.

show abstract

An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation

Cited by 118 publications

References 45 publications

The effect of games and simulations on higher education: a systematic literature review

The effect of games and simulations on higher education: a systematic literature review

Educational Games in Higher Education

Biomedical students' satisfaction with and engagement in laboratory e‐learning support are related to their self‐regulation

Contact Info

Product

Resources

About