NURS FPX 6109 Assessment 3 Educational Technologies Comparison

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NURS FPX 6109 Assessment 3 Educational Technologies Comparison

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

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Capella university

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Part 1

Description of Technology

In this assessment, we evaluate two types of educational technology integrated into nursing education: Gamification and Virtual Reality (VR) clinical simulations. Gamification involves the application of game-design elements in learning environments. It turns study materials into games by including points, levels, and challenges to help students learn and retain information. This technique is instrumental in engaging students and making learning more interactive and fun. For example, a gamified learning platform may turn a pharmacology lesson into a puzzle game, where students earn points for correctly choosing the proper medication for different illnesses (Gallego-Durán et al., 2019). On the other hand, VR clinical simulations use computer-generated environments to simulate real-life clinical scenarios.

Nursing students can put on VR headsets and practice medical procedures or make critical patient care decisions in a realistic yet risk-free virtual setting. This hands-on approach is beneficial for practicing skills that students would later need in actual clinical settings (Plotzky et al., 2021). In comparing these two technologies, we look at standard gamified learning applications that emphasize memory and recall versus comprehensive VR systems used for more in-depth procedural training. These technologies are chosen for their relevance in modern nursing education and their potential to enhance learning through interactive and immersive experiences.

Comparison of Features, Benefits, and Capabilities

Feature, Capability, and Benefit
Version 1: Gamification
Version 2: Virtual Reality Clinical Simulation

Customization & Adaptability

Gamification is highly customizable to individual learning paths, with some thematic elements being non-essential. Research has shown that tailored learning experiences enhance motivation and outcomes (Zainuddin et al., 2020).  

Virtual reality is tailored to reflect real-world situations, though it may include non-essential intricate environmental details. Its adaptability to different learning styles is linked to increased proficiency (Plotzky et al., 2021).

Engagement & Motivation

Gamification employs points, badges, and leaderboards to increase engagement, although leaderboards can sometimes foster harmful competition. Studies indicate that gamification increases student engagement and motivation (Lottering et al., 2023).

Virtual reality offers immersive experiences with a high level of engagement; however, more complex scenarios can be optional, particularly for beginners. It has been proven to stimulate real-world clinical practice effectively (van Gaalen et al., 2020).

Learning Outcomes & Retention

The technology enhances retention through repetitive tasks, but complex game mechanics may distract from learning objectives. Evidence suggests that gamification improves knowledge retention (Lottering et al., 2023).

Virtual reality provides hands-on experience within a controlled environment, though using virtual tools not akin to actual devices can be non-essential. It has improved retention and recall (Falah et al., 2021).

Realism & Clinical Relevance

Gamification abstracts clinical scenarios and may include game-based elements that lack clinical relevance and are non-essential. The approach effectively contextualizes learning (Gallego-Durán et al., 2019).

The technology offers a high degree of realism in clinical environments; however, advanced scenarios not currently in practice may be optional. It is known for providing realistic clinical experiences (Plotzky et al., 2021).

Assessment & Feedback

Gamification provides instant feedback; however, points-focused feedback might be optional. The technology is recognized for facilitating learning through immediate feedback (Kowitlawakul et al., 2022).

Virtual reality includes detailed tracking and comprehensive feedback, although more technical feedback can be optional. It is acclaimed for developing critical thinking skills (Choi et al., 2021).

Accessibility & Technological Requirements

The technology is generally accessible on multiple devices, with features requiring high-end hardware being non-essential. It is noted for enabling flexible learning across different settings (Gallego-Durán et al., 2019). 

Virtual reality requires specific equipment; expensive VR headsets might be cost-prohibitive and non-essential. It provides tangible experiences, and its accessibility is rising (Plotzky et al., 2021).

 

Part 2

Assumptions

The comparative analysis of gamification and virtual reality in nursing education is based on the premise that their primary purpose is to improve learning and student engagement. This drives a focus on educationally effective features rather than on technological novelty. The assumption that immersion is beneficial guides the preference for gamification to boost motivation or for virtual reality to enhance clinical skills, depending on the desired learning experience (van Gaalen et al., 2020). There is an implicit belief that students are ready and able to use these technologies, which may overlook the necessity of foundational training. Decisions also rely on the generalizability of research outcomes, assuming that these findings are applicable across various educational contexts. Finally, the analysis presupposes that institutions have the means to support these technologies, acknowledging that financial and infrastructural realities heavily influence the feasibility of adopting such educational tools (Zainuddin et al., 2020).  These assumptions shape the selection process, ensuring that the chosen technology aligns with both the educational objectives and the practical capabilities of the institution.

Benefits and Limitations of Comparative Analysis in Educational Technologies

Comparing similar educational technologies yields several benefits, chief among them being the ability to conduct a side-by-side analysis of their attributes. This enables educators to make informed choices based on concrete factors like user engagement, cost-effectiveness, and pedagogical alignment. For instance, they understand that gamification may offer greater accessibility. At the same time, virtual reality provides a more immersive experience and allows educators to decide which technology aligns best with their teaching objectives and logistical capabilities (Falah et al., 2021). Such comparisons also highlight the scalability of technologies and their ability to meet the future needs of educational programs. By thoroughly assessing the potential for each technology to adapt to evolving educational trends, institutions can better future-proof their investments. Moreover, examining the evidence of benefits such as improved retention rates or clinical skills through these technologies can direct educators towards methods with proven effectiveness.

However, this comparison has limitations. A significant challenge is the rapid pace of technological advancements that can render today’s leading solutions obsolete tomorrow. This factor can complicate long-term planning and necessitate continuous re-evaluation of chosen technologies. Additionally, comparisons can be hampered by a lack of comprehensive, longitudinal data on the effectiveness of newer technologies, making it difficult to predict long-term outcomes. There is also the possibility of cognitive biases affecting the comparison (Zainuddin et al., 2020). Educators may have preconceived notions about the value of specific technologies based on anecdotal evidence or personal experiences rather than rigorous, empirical research. Such biases can skew the selection process and lead to choices that do not optimally serve the educational goals.  In conclusion, while comparing similar educational technologies offers a structured approach to discerning the best fit for educational needs, it is imperative to consider these activities as part of an ongoing, reflective process. Decision-makers must be prepared to reassess their choices in the light of new evidence and changing educational paradigms to ensure that the selected technologies continue to enhance learning outcomes effectively. The thorough analysis of gamification and virtual reality simulation in nursing education reveals that while both have their unique strengths and limitations, the final determination of their value in an educational setting must be an informed, dynamic decision rooted in current and ongoing empirical evidence.

Analysis

Suitability of Educational Technologies for Specific Teaching and Learning Situations

When determining the most appropriate educational technology for specific teaching and learning contexts within nursing education, it is essential to consider the objectives of the lesson and the skills being taught. Gamification, with its integration of game-design elements into the learning environment, excels in situations that require frequent reinforcement of knowledge, such as the memorization of medical terminology or the understanding of drug interactions. It taps into the motivational aspects of learning, encouraging students through rewards and levels to achieve proficiency in their theoretical knowledge. This approach also benefits group activities where collaboration and competition can stimulate learning (van Gaalen et al., 2020).

On the other hand, VR clinical simulation is highly effective in preparing students for the practical demands of nursing. It provides an immersive experience that allows learners to practice complex procedures and critical thinking in a risk-free environment. VR simulations are well-suited for advanced practice scenarios such as emergency response, surgical procedures, or managing patient care in high-stakes situations. These simulations can mimic the stress and quick decision-making needed in natural clinical settings, thus preparing students more thoroughly for real-world nursing challenges (Choi et al., 2021).

The conclusions drawn from assessing the effectiveness of these technologies in different learning situations are grounded in an understanding of their inherent capabilities. Gamification’s strength lies in its ability to engage and motivate, making it an excellent tool for foundational and ongoing nursing education. VR clinical simulations, with their ability to create lifelike clinical environments, are invaluable for advanced skill development and readiness for clinical practice. Both technologies, when appropriately applied, can significantly enhance the nursing education curriculum by aligning educational experiences with the skills and knowledge needed in the nursing profession.

Incorporating Gamification and VR Clinical Simulation into a Nursing Education Program

Incorporating educational technologies such as gamification and VR clinical simulation into a nursing education program involves a strategic approach that ensures these technologies align with learning objectives and improve educational outcomes. To integrate gamification effectively, one might develop a series of interactive, game-based learning activities that correspond with specific nursing topics. For example, digital quizzes with gamified elements like scoring systems and leaderboards could be employed to assess knowledge retention in pharmacology (Lottering et al., 2023). Similarly, gamification could be utilized in teaching patient care protocols, where students progress through levels of complexity in patient scenarios, receiving instant feedback and rewards for correct decision-making.

These gamified experiences would not only serve as engaging didactic tools but also promote the retention and application of knowledge through repetitive practice and reinforcement (Gallego-Durán et al., 2019). For VR clinical simulation, implementation would require establishing a simulation center equipped with VR headsets and software tailored to nursing scenarios. This immersive technology can simulate high-fidelity patient interactions, emergency response drills, or surgical procedures, allowing students to apply theoretical knowledge to practice without the consequences of real-life clinical errors. Integrating VR into the curriculum could occur during lab sessions, where students rotate through different VR scenarios to gain exposure to various clinical conditions and environments. The goal would be to enhance their clinical reasoning, procedural skills, and ability to operate under pressure in a safe, controlled setting (Plotzky et al., 2021).

Both technologies should be thoughtfully embedded into the curriculum, considering factors such as the timing within the program, the complexity of content appropriate for each level of student, and the desired learning outcomes. For instance, earlier stages of the program might focus on gamification to build foundational knowledge, while advanced stages might leverage VR simulations for developing clinical competencies (Kowitlawakul et al., 2022). Assessment strategies should also be adapted to ensure that the use of these technologies contributes effectively to the overall competency evaluation of the nursing students. Ultimately, the adoption of gamification and VR clinical simulations in a nursing education program must be a deliberate, well-planned effort to enhance the learning experience. By doing so, nursing educators can provide students with an innovative education that prepares them for the dynamic and demanding nature of the healthcare field.

Conclusion

In conclusion, the comparative assessment of gamification and VR clinical simulations reveals both as valuable educational technologies in nursing education, each with distinct strengths. Gamification excels in engaging students and reinforcing theoretical knowledge, while VR offers unparalleled depth in simulating clinical environments for practical skills development. Educators must weigh these attributes against their program’s objectives, available resources, and the specific learning outcomes they seek. The choice between these tools hinges on a strategic alignment with curricular demands and a commitment to preparing nursing students for the multifaceted challenges of healthcare service.

References

Choi, J., Thompson, C. E., Choi, J., Waddill, C. B., & Choi, S. (2021). Effectiveness of immersive virtual reality in nursing education. Nurse Educator47(3). https://doi.org/10.1097/nne.0000000000001117 

Falah, J., Wedyan, M., Alfalah, S. F. M., Abu-Tarboush, M., Al-Jakheem, A., Al-Faraneh, M., Abuhammad, A., & Charissis, V. (2021). Identifying the characteristics of virtual reality gamification for complex educational topics. Multimodal Technologies and Interaction5(9), 53. https://doi.org/10.3390/mti5090053 

Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019). A guide for game-design-based gamification. Informatics6(4), 49. https://doi.org/10.3390/informatics6040049 

Kowitlawakul, Y., Tan, J. J. M., Suebnukarn, S., Nguyen, H. D., Poo, D. C. C., Chai, J., Wang, W., & Devi, K. (2022). Utilizing educational technology in enhancing undergraduate nursing students’ engagement and motivation: A scoping review. Journal of Professional Nursing, pp. 42, 262–275. https://doi.org/10.1016/j.profnurs.2022.07.015 

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Lottering, N., Lim, I., & Gough, S. (2023). Re-Imagining Health and Medicine Education: Implementing a Mobile-Based Gamification App for Improved Affective Learner Engagement. IGI Global. https://www.igi-global.com/chapter/re-imagining-health-and-medicine-education/320075 

Plotzky, C., Lindwedel, U., Sorber, M., Loessl, B., König, P., Kunze, C., Kugler, C., & Meng, M. (2021). Virtual reality simulations in nurse education: A systematic mapping review. Nurse Education Today101, 104868. https://doi.org/10.1016/j.nedt.2021.104868 

van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2020). Gamification of health professions education: A systematic review. Advances in Health Sciences Education26(2). https://doi.org/10.1007/s10459-020-10000-3 

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review30(2020), 100326. https://doi.org/10.1016/j.edurev.2020.100326 

 

 

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