Virtual Simulation Game Research Articles

Virtual Simulation Games in Entrepreneurship Education: Status Quo and Prospects

This study reviews the current status and future perspectives of virtual simulation games in entrepreneurship education in higher education institutions. Virtual simulation games act as digital twins to replicate real-world scenarios, which can be integrated as a part of online learning in entrepreneurship courses or digital learning resources in entrepreneurship education in higher education institutions. Virtual simulation games as digital tools for specific learning tasks or teaching methods engage students with virtual simulation learning experiences to generate improved student learning in immersive and interactive environments through the use of extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR) in a virtual or blended learning environment. This study indicates the promising development of AI and XR applications in virtual simulation games in entrepreneurship education. It provokes discussions on the technological, pedagogical, and content design of virtual simulation games and their integration into hybrid and online models of entrepreneurship education, which has significant implications for the digital transformation and innovation of entrepreneurship education in higher education institutions. It draws attention to digital well-being and digital inclusion in virtual simulation game-based learning in entrepreneurship education in higher education institutions.

Virtual Gaming Simulation (VGS) in Teacher Education: Fostering Counseling Competencies in Preservice Teachers

<i>Virtual Gaming Simulation</i> (VGS) in Teacher Education: Fostering Counseling Competencies in Preservice Teachers

"You can push these conversations, but don't push your patient away": healthcare learner perspectives on virtual simulation games as an educational approach to address vaccine hesitancy.

Vaccine hesitancy is a significant threat to public health. Healthcare providers (HCPs) can address hesitancy during routine patient conversations; however, few multidisciplinary education tools exist for HCPs to learn to engage in vaccine discussion especially considering new vaccine technologies such as mRNA vaccines. The objectives of this study were to explore HCP learners' experiences with COVID-19 vaccine communication, and qualitatively evaluate an online learning module composed of virtual simulation games (VSGs) which utilize the PrOTCT Framework for HCP vaccine communication. Three virtual focus groups were conducted from December 2022 to January 2023 with Canadian healthcare learners in nursing (N = 6), pharmacy (N = 9), and medicine (N = 7) who participated in a larger study measuring the effectiveness of the VSGs. Using a pragmatic approach, a qualitative thematic analysis was conducted using NVivo to identify themes and subthemes. A total of 22 HCP learners participated in this study and three key themes were identified. Across all three disciplines, participants expressed that (1) their prior education lacked training on how to hold vaccine conversations, resulting in uncomfortable personal experiences with patients; (2) the VSGs increased their confidence in holding vaccine conversations by providing novel tools and skills; and (3) participants also provided feedback to improve the VSGs which was implemented and supported the dissemination to all HCP professions. Although HCPs are a trusted source of vaccine information, participants in this study felt they received little training on how to engage in challenging conversations regarding COVID-19 vaccines. The introduction of the PrOTCT Framework and presumptive statements provided novel strategies for HCP to initiate vaccine conversations, especially considering new vaccine technologies and participants appreciated the emphasis on coping strategies and resilience. It is essential that HCP are provided both opportunities to practice managing these conversations, and tools and skills to succeed at an early point in their careers to prepare them for future roles in vaccine advocacy, delivery, and promotion.

Pre-simulation Preparation Preferences of Senior Nursing Students: Virtual Simulation Games Versus Traditional Case Studies

BackgroundPresimulation preparation is critical to prepare learners to participate fully in clinical simulations; however, many do not complete assigned presimulation activities. Research QuestionWhich presimulation preparation activities will senior nursing students choose and perceive as helpful? MethodsA quasi-experimental study evaluated senior nursing student (n = 115) pre-simulation preparation preferences. Students had access to eight activities including a case study and a virtual simulation game (VSG). Participants indicated which activities they completed, and rated the case study and VSG in terms of usability, engagement, and impact on learning. ResultsOverall, 57% of participants completed the paper-based case study and 37% played the VSG. Participation in any preparation resulted in significant improvements in competence (t = 2.3; p = .02). Learners rated VSG higher than case study in terms of usability (t = 2.6; p = .01), engagement (t = 2.8; p = .01) and impact on learning (t = 2.4; p = .02). ConclusionResults revealed nursing students have different preferences for pre-simulation preparation. Although more students completed the case study than the VSG, those who played the game rated it higher. This supports providing a choice in presimulation preparation activities.

Effect of Virtual Game-Based Integrated Clinical Practice Simulation Program on Undergraduate Nursing Students' Attitude Toward Learning.

Game-based virtual reality simulation programs can capitalize on the advantages of non-face-to-face education while effectively stimulating the interest of trainees and improving training efficiency. This study aimed to develop a game-based virtual reality simulation program for nervous system assessment and to evaluate the effects of the program on the learning attitudes of nursing students. Using a one-group pretest-posttest design, 41 senior nursing students were enrolled, and their learning attitudes (self-directed learning attitude, academic self-efficacy, flow-learning experience, and learning presence) were evaluated. The effect of the program was statistically significant in self-directed learning attitude ( t = -2.27, P = .027) and learning presence ( t = -3.07, P = .003), but the difference was not statistically significant in academic self-efficacy ( t = -1.97, P = .054) and learning flow ( t = -0.74, P = .459). The virtual gaming simulation program can be used to effectively replace field training in situations wherein field training is limited, such as during the COVID-19 pandemic.

Development and evaluation of virtual simulation games to increase the confidence and self-efficacy of healthcare learners in vaccine communication, advocacy, and promotion

BackgroundAlthough healthcare providers (HCPs) are the most trusted source of vaccine information, there is a paucity of easily accessible, multidisciplinary educational tools on vaccine communication for them. Virtual simulation games (VSGs) are innovative yet accessible and effective tools in healthcare education. The objectives of our study were to develop VSGs to increase HCP confidence and self-efficacy in vaccine communication, advocacy, and promotion, and evaluate the VSGs’ effectiveness using a pre-post self-assessment pilot study.MethodsA multidisciplinary team of experts in medicine, nursing, pharmacy, and simulation development created three VSGs for HCP learners focused on addressing conversations with vaccine hesitant individuals. We evaluated the VSGs with 24 nursing students, 30 pharmacy students, and 18 medical residents who completed surveys and 6-point Likert scale pre-post self-assessments to measure changes in their confidence and self-efficacy.ResultsThere were no significant differences in baseline confidence and self-efficacy across the three HCP disciplines, despite varied levels of education. Post-VSG confidence and self-efficacy (median: 5) were significantly higher than pre-VSG (median: 4–5) for all three HCP disciplines (P ≤ 0.0005), highlighting the effectiveness of the VSGs. Medical residents reported significantly lower post-VSG confidence and self-efficacy than nursing and pharmacy learners despite completing the most significant amount of education.ConclusionsFollowing the completion of the VSGs, learners in medicine, nursing, and pharmacy showed significant improvement in their self-assessed confidence and self-efficacy in holding vaccine conversations. The VSGs as an educational tool, in combination with existing clinical immunization training, can be used to increase HCP confidence and engagement in vaccine discussions with patients, which may ultimately lead to increased vaccine confidence among patients.

Evaluating the Effectiveness of a Self-Debrief Prior to an Asynchronous Debrief

Best practice guidelines to conduct a self-debrief following a virtual simulation games are limited. This study aims to understand students’ debriefing experiences with a self-debrief combined with a facilitator-led asynchronous debrief. Fifty first-year BScN nursing students enrolled in a maternal infant nursing course participated in this study. A quasi-experimental design compared how student perceptions of their debriefing experience were impacted by the inclusion of a self-debrief in advance of a facilitator-led debrief to an asynchronous debrief alone. Statistical analysis was used to analyze the differences between the two interventions. Statistical analysis did not demonstrate statistically significant results between the two debriefing strategies. The means for the total debriefing experience scale were the same for both intervention groups. These findings suggest that asynchronous debriefing alone or in combination with a self-debrief is an effective method to develop student knowledge and skill following a virtual simulation games.

Application of Human-Computer Interaction and Digital Image Processing Technology in Virtual Simulation Game Design

Abstract This paper first analyzes the design process, image imaging, and view reconstruction of virtual simulation game scenes and discusses the key technologies used in virtual simulation games. Then, the human-computer interaction techniques of gesture, pose, voice, and data interaction are combined to design a multi-touch detection algorithm based on human-computer interaction. Finally, the edge detection algorithm is combined with the edge detection algorithm to detect the edge of the image, and after the displacement conversion and extraction, the processing process of the digital image is completed. After the performance test, the usability of pose interaction, the accuracy of speech recognition and the timeliness of data interaction of the virtual simulation game are between 0.8 and 1.0, and the overall human-computer interaction capability is highly evaluated.

Using simulation to enhance primary care sexual health services for breast cancer survivors: a feasibility study.

To evaluate the impact of a virtual simulation game (VSG) to improve primary care sexual health services for breast cancer survivors. We developed a VSG to help primary care providers (PCPs) address sexual health disturbances among breast cancer survivors. We used a pretest-posttest design with a series of validated tools to assess the feasibility and perceived impact of the VGS, including an open-ended question about participants' perceptions. Quantitative data was analyzed using descriptive and inferential statistics and qualitative data through an inductive content analysis approach. Of the 60 participants, the majority were nurse practitioner students (n = 26; 43.3%), female (n = 48; 80%), and worked full-time (n = 35; 58.3%). Participants perceived the VSG as feasible and potentially effective. The intervention elicited an improvement in PCPs' perception of knowledge between pretest and posttest surveys (z = - 1.998, p = 0.046). Professional background and previous exposure to sexual health training were predictors of knowledge perception. Participants described the intervention as an engaging educational strategy where they felt safe to make mistakes and learn from that. VSGs can be a potentially effective educational approach for PCPs. Our findings indicate that despite being an engaging interactive strategy, VSG interventions should be tailored for each professional group. This intervention has potential to improve the knowledge and practice of PCPs related to breast cancer follow-up care to support comprehensive care for survivors, resulting in a better quality of life and patient outcomes.

Developing Virtual Gaming Simulations to Promote Interdisciplinary Learning in Addressing Intimate Partner and Gender-Based Violence

ABSTRACT Gender-based violence (GBV) is global issue, requiring specialized knowledge, attitudes, and skills. The most effective responses are interdisciplinary, involving social work, healthcare, and the justice system. While GBV was exacerbated during the pandemic, many students faced a reduced availability of practice opportunities to learn how to respond to GBV. The authors describe a teaching and learning project which expanded access to experiential, interdisciplinary learning across three faculties (social work, nursing, law) by using virtual gaming simulation-based learning (VGSBL). Processes of development and implementation are discussed, along with recommendations for further integration of VGSBL in addressing grand challenges of social work education such as interdisciplinary collaboration in responding to GBV.

Education Regarding Opioid Prescribing, Opioid Tapering, and Medical Assistance in Dying (MAiD) for Nurse Practitioner Students Using Virtual Simulation Games: A Pilot Study

BackgroundChanges to Canadian government regulations allow nurse practitioners (NP) to prescribe controlled substances and participate in Medical Assistance in Dying (MAiD). MethodA single-day pilot study with 13 NP students was completed to improve knowledge, comfort, and confidence regarding opioid prescribing, tapering, and MAiD. There were three virtual simulation games (VSG): (a) opioid prescribing, (b) opioid tapering, and (c) a patient request for MAiD. Participants completed pre- and postquizzes and self-assessments, rating themselves as novice, intermediate, or competent learners. ResultsParticipants' registered nurse (RN) experience ranged from 3 to 18 years (M = 5.88). Age, gender, and years of RN experience were predictors of improved scores between pre- and postopioid quizzes. In the MAiD scenarios, no participants felt they remained novice learners. Intermediate and competent ratings increased by 60.0% and 37.04%, respectively. Novice to intermediate ratings increased by 12.73%, intermediate to competent by 18.18%, and novice to competent by 1.82%. ConclusionThe VSGs developed and pilot-tested provided a valuable learning experience for students.

Developing simulation games to advance public health nursing competence in baccalaureate education.

We describe the development of an innovative baccalaureate nursing education strategy for public health nursing. Virtual simulation pedagogy is known to be effective for acute care nursing practice while less known for public health nursing. Three Canadian nursing schools, the Canadian Association of Schools of Nursing (CASN), and the Canadian Alliance of Nurse Educators using Simulation (CAN-Sim) partnered to develop three public health nursing virtual simulation games. Learners work through unfolding population health scenarios, simulating public health nursing practice focused on entry level public health nursing competencies. Each game fosters clinical reasoning and collaborative, community decision-making to respond to population health issues during community assessment, evidence-informed health promotion planning, and evaluation processes. A companion guide was developed to support best practices in implementing virtual simulation and promote optimum student learning using the public health nursing games.

Impact of Virtual Simulation Games to Promote Cultural Humility Regarding the Care of Sexual and Gender Diverse Persons: A Multi-Site Pilot Study

BackgroundNurses and nursing students need to learn and apply concepts of cultural humility to safely meet the unique healthcare needs of all sexual orientations and gender identities. ObjectiveTo evaluate feasibility and impact of virtual simulation games (VSGs) as an educational strategy to promote cultural humility. MethodA mixed methods pilot study was conducted with nursing students and faculty at 2 universities. We created 4 VSGs allowing learners to experience clinical encounters with lesbian, gay, bisexual, transgender, queer, intersex, and 2-spirit (LGBTQ12S) individuals. Participants completed surveys pre and post participating in the VSGs. Usability, engagement, and learning were assessed with the CRISP Scale. Cultural humility was assessed using Foronda's Cultural Humility Scale. Perceived competence was assessed using VSG-specific Learning Outcomes Assessment Rubrics. ResultsParticipants (N = 66) rated VSGs highly in terms of usability (M = 17.52; SD = 3.46), engagement (M = 46.36; SD = 6.5), and impact on learning (M = 48.7; SD = 6.2). Cultural humility scores improved from 77.98 to 82.08 (p = .062). Rubric scores decreased. ConclusionsWe demonstrated feasibility and acceptability of using VSGs to educate about sexual orientation and gender identity. Improvement in cultural humility may be a difficult concept to measure through empirical means.

Implementing Sustainability into Virtual Simulation Games in Business Higher Education

The paper aims to determine how sustainability can be implemented into virtual business simulators dedicated to higher education due to the need for raising environmental awareness among students. Climate and natural environmental changes caused by human activities require adjustments in society’s mindsets and activities, especially in the business-related sector, which makes the implementation of sustainability in business higher education of crucial importance. Virtual business simulators are innovative tools in business higher education. Their use, as a part of game-based learning, is attracting increasing interest, as this method allows us to understand interactions between business decisions and their results. In this paper, we present our case study of an IT-based business simulator, which includes aspects of sustainability, and the initial experience of a group of test students participating in the business game. The paper discusses the authors’ own IT solutions and the possibilities of implementing the concept of sustainability into business-oriented higher education. This paper proposed the manner of implementing sustainability, including pseudocodes, into a virtual business simulator. The results show how challenging it is to implement sustainability into game-based business education, as it increases the complexity of interactions among different aspects of running a business, including the goal of making a company more diversified.

Study on the Influence Mechanism of Virtual Simulation Game Learning Experience on Student Engagement and Entrepreneurial Skill Development.

With the emergence of the COVID-19 pandemic, virtual simulation games have provided an effective teaching method for online entrepreneurship education. By exploring the mechanisms that influence student engagement and learning outcomes from different perspectives, such as game design, team and individual perspectives, numerous scholars have demonstrated that such a teaching method can effectively improve students’ engagement and learning performance. However, the existing studies are relatively scattered, and there is a scarcity of studies in which the effects of said factors are considered. Based on the learning process 3P model (presage-process-product) proposed by Biggs (1993), students’ perceived experience of game design, teamwork and self-efficacy were taken as variables in the early learning stage in the present study, and the influence mechanism of virtual simulation game learning experience on students’ engagement and entrepreneurial skill development was explored, so as to close the gap in existing research. In the present study, 177 college students from Chinese universities were surveyed and the data were surveyed using AMOS 23.0 software. Although the empirical results show that students’ “goal and feedback” and “alternative” experience of game design did not have a significant positive impact on students’ engagement, there was a direct and significant effect the development of entrepreneurial skills. Students’ experience of teamwork and general self-efficacy could not only directly and significantly affect the development of entrepreneurial skills, but also indirectly affect the development of entrepreneurial skills through learning engagement. The research results are practically significant for teachers in the selection and development of virtual simulation games, can be effectively applied in teaching process management, and can improve students’ engagement and learning performance.

Research on Key Technologies of Garbage Classification Virtual Simulation Game Development Based on unity3d Technology

In recent years, the problems caused by garbage have become more and more serious, and many countries have begun to advocate the concept of environmental protection. China has also begun to implement the policy of waste classification, but the effect is not ideal. This is because the publicity of waste classification knowledge has not reached good expectations, and the traditional propaganda means such as static graphics and text can not give people a deep impression. Therefore, in order to better achieve the knowledge publicity of garbage classification, under the conditions of the continuous maturity of Internet technology and 5g technology, relying on virtual reality technology, combined with novel game mode and immersive game experience, through games, players' interest in learning garbage classification knowledge is increased, so as to improve the knowledge publicity efficiency of garbage classification.This paper discusses and studies a series of key technologies used in virtual simulation games, which use unity 3D as the development editor of the game engine, 3D Max as the model creation tool, shadow creator SDK as the VR technical support, and action one headset to display the game content.

Virtual Gaming Simulation: Evaluating Players’ Experiences

BackgroundOur suite of openly available virtual games for nursing education is used worldwide, resulting in a need to better understand the learners’ experience. MethodWe evaluated the games, by providing a link at the end of our games to an abbreviated version of the Player Experience Inventory and through qualitative feedback from an open-ended question. ResultsA total of 568 players completed the survey. Findings confirmed that the virtual gaming simulation design choices we made during development were strongly linked to positive psychosocial consequences which in turn promoted game playing. ConclusionsThe simulations were well received by a diverse group of respondents.

An innovative approach to game-based learning in nursing education: Virtual gaming simulation

Nursing education includes cognitive, affective and psychomotor learning areas that enable students to take on certain roles. Reasons such as limited clinical applications, patients' reluctance to have students practice and the low number of teaching staff negatively affect the development of students. For this reason, technological developments are integrated into the nursing education curriculum and it is tried to provide knowledge and skills to students in a safer and more effective way. Game-based learning is becoming more and more common in the education of nursing students who grow up in the age of technology. Game-based learning provides permanence in knowledge, supports active learning and increases student satisfaction. Recently, one of the applications involving technology in nursing education is virtual game simulation. Virtual game simulation is a 2D (two-dimensional) virtual computer game involving simulated real people, allowing students to actively participate in a clinical scenario. Virtual simulation games are designed with realistic scenarios for students to experience the clinical environment, improve their self-confidence, critical thinking and clinical decision making skills. The aim of this article is to explain virtual game simulation, which is a new approach in game-based learning in nursing education, and research on the subject. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Hemşirelik eğitimi öğrencilere belirli rolleri üstlenmelerini sağlayacak düzeyde bilişsel, duyuşsal ve psikomotor öğrenim alanlarını içermektedir. Sınırlı klinik uygulamalar, hastaların öğrencilere uygulama yaptırmak istememesi ve öğretim elemanı sayısının az olması gibi nedenler ise öğrencilerin gelişimini olumsuz etkilemektedir. Bu nedenle yaşanan teknolojik gelişmeler hemşirelik eğitim müfredatına entegre edilerek öğrencilere bilgi ve beceri öğretimi daha güvenli ve etkin bir şekilde sağlanmaya çalışılmaktadır. Teknoloji çağında yetişen hemşirelik öğrencilerinin eğitiminde oyun temelli öğrenme giderek yaygınlaşmaktadır. Oyun temelli öğrenme, bilgide kalıcılığı sağlayarak aktif öğrenmeyi desteklemekte ve öğrenci memnuniyetini artırmaktadır. Son zamanlarda hemşirelik eğitiminde teknolojiyi içeren uygulamalardan biri sanal oyun simülasyonudur. Sanal oyun simülasyonu, öğrencilerin klinik bir senaryoya aktif katılımını sağlayan, simüle edilmiş gerçek insanları içeren 2D (iki boyutlu) bir sanal bilgisayar oyunudur. Sanal simülasyon oyunları gerçeğe yakın senaryolar ile öğrencilerin klinik ortamı deneyimlemesi, özgüvenlerinin, eleştirel düşünme ve klinik karar verme becerilerinin geliştirilmesi amacıyla tasarlanmıştır. Bu makalenin amacı, hemşirelik eğitiminde oyun temelli öğrenmede yeni bir yaklaşım olan sanal oyun simülasyonunu ve konu ile ilgili yapılan araştırmaları açıklamaktır.

Factor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review

Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research.Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021.Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners’ experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes.Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain.

Usability testing of the sexual orientation and gender identity nursing education eLearning toolkit and virtual simulation games

BackgroundIndividuals of the LGBTQITS community face significant disparities when accessing healthcare, including stigma, oppression, and discrimination contributing to health inequities. Integrating cultural humility practice in nursing education is needed to navigate barriers. MethodA mixed methods usability study evaluated a bilingual online educational toolkit including curated instructional videos, personal bias quiz, and virtual simulation games VSGs. A convenience sample of nursing faculty and students were invited to participate. ResultsParticipants (N = 11) were observed playing the games, overall average time was 14 mins per game. Largely usability testers agreed or strongly agreed VSGs were easy and fun and helped them understand personal assumptions. Presimulation preparation was mostly viewed as relevant and engaging. ConclusionsResults support the feasibility of educating nurses and students about cultural humility, sexual orientation, and gender identity (SOGI) using VSGs. The SOGI-Nursing toolkit was found to be functional and a valuable and engaging teaching and learning strategy.