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"Simulation games."
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The unofficial guide to growing plants in Minecraft
Mining is, of course, important in Minecraft, but growing and caring for the world's plants may be even more important. Without wood, you can't make tools or weapons, and without other plants such as wheat or carrots, you can't make food or breed animals. This book shows Minecraft fans more about the plants in the game and how they compare to plants in the real world. Through colorful illustrations, they'll learn how to grow, care for, and use the game's plants to survive and prosper.
Book
Embracing opportunities and addressing barriers in learning empathy through VR simulation games - a qualitative descriptive study of nursing students’ experiences
Background
Empathy is crucial in nursing, and recent studies show that virtual reality (VR) can effectively foster empathic concern in educational settings. However, individuals with lower technological orientation often view VR critically, which can hinder their learning experiences. It is essential to understand how to engage all nursing students with virtual reality, and how they experience empathy learning through virtual simulation games as well as to identify the barriers they may encounter in the process. To address this research gap, the aim of this study was to describe nursing students’ experiences of learning empathy in the virtual reality simulation game.
Methods
A descriptive qualitative design was employed. A convenience sample of twenty final-year undergraduate nursing students from three universities of applied sciences on the southern, western, and southwestern coasts of Finland was recruited to participate the study. The nursing students participated in virtual reality gaming prior to the interviews. Data were collected through interviews from May 2021 to January 2022. Inductive content analysis was used.
Results
Nursing students had opportunities to experience empathy in the virtual reality simulation game through student’s self-reflection and by sensing the virtual patient’s emotions by listening and observing and reasoning. In addition, realism of the virtual patient’s situation was an opportunity to experience empathy. Students also experienced barriers to experience empathy, including focus on technique, limited dialogue with the virtual patient and awareness of the virtual patient’s artificial nature.
Conclusion
There are opportunities to experience empathy through virtual simulation games which can enhance empathy learning for nursing students. However, it is crucial to address the barriers that may hinder this process. Focused technique practice is essential before the simulation to facilitate empathetic interactions. Allowing for mutual discussions with the virtual patient should be prioritized in the design of VR simulations to deepen emotional connections. Ensuring that the simulation is perceived as meaningful and realistic can significantly enhance the learning experience. By addressing these elements, educators can create a more impactful learning experience that bridges the gap between technical skills and empathetic patient care.
Journal Article
The unofficial guide to raising animals in Minecraft
Many creatures wander through the world of Minecraft and, just like in the real world, many of them can be helpful or dangerous. This book shows young Minecraft fans more about how the game's critters compare to the real-life animals they know. Through intriguing illustrations and real-world facts, they'll learn more about the creatures with which they share the planet, the resources with which they can provide us, and how that information crosses over to the game. They'll also learn more about taming and keeping these animals, or, in some cases, avoiding them.
Book
Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19
COVID-19 has disrupted educational institutes across the world. Teachers and students are now forced to teach and study online for an unidentified period, which severely hampers the learning capacity as well the student’s intention toward entrepreneurship. This study compared the impact of traditional teaching and teaching through online management simulation games on student learning performance and further leads to entrepreneurial intention. To further understand the desirability of business simulation games, we used the technology acceptance model (TAM) and extended it by employing knowledge sharing, knowledge application, learnability, perceived pleasure, and self-efficacy as exogenous variables. For this purpose, time-lagged data were collected from 277 students enrolled in entrepreneurship courses in public sector universities. To deal with homogeneity and generalizability issues, students from different collaborative universities were asked to participate in the study. Structural equation modeling was employed for analysis, where the results depict that the students learning performance was enhanced after using simulation games compared to regular theoretical online lectures, which further encouraged them to be entrepreneurs. We also concluded that simulation games are novel and effective online teaching methodology for students during a time of crisis. The study concludes with its theoretical, practical implications, and directions for future researchers.
Journal Article
Gamification in learning and education : enjoy learning like gaming
\"This book explores the theoretical foundations of gamification in learning and education. It has become increasingly difficult to engage and motivate students. Gamification not only makes learning interesting, but also allows game players to solve problems and learn lessons through repeated attempts and failures. This \"positive failure\" can motivate students to attempt a difficult mission. Chapters in this volume cover topics such as the definition and characteristics of gamification, gamification in learning and education, theories, research on gamification, framework, strategy, and cases.\"--Publisher's description.
BOOK
Association between game metrics in a simulation game and nursing students’ surgical nursing knowledge – a quasi-experimental study
Background
Simulation games are effective for acquiring surgical nursing knowledge during education by offering possibilities to learn theoretical knowledge through practical patient scenarios, thus preparing students for demanding surgical nursing care. Game metrics stored in the game system enable assessment of students’ behaviour while gameplaying. Combining game metrics with the assessment of a student’s surgical nursing knowledge allows versatile information to be obtained about the student’s learning outcomes. However, studies on game metrics stored in systems and their relationship with learning outcomes are scarce.
Methods
The aim here was to evaluate the association between game metrics in a simulation game and nursing students’ surgical nursing knowledge. Nursing students from three universities of applied sciences in Finland participated in a one-week simulation gameplaying intervention that included five surgical nursing scenarios. Students’ surgical nursing knowledge was investigated with a quasi-experimental, one-group, pre- and post-test design using a surgical nursing knowledge test. In total, 280 students filled in the knowledge tests. In addition, cross-sectional game data were collected at a single time point between pre- and post-tests. The data were analysed with descriptive statistics and multivariate analysis methods.
Results
Students’ surgical nursing knowledge improved with the intervention. The total number of playthroughs was 3562. The mean maximum score was 126.2 (maximum score range 76–195). The mean playing time of all playthroughs by all players was 4.3 minutes (
SD
= 81.61). A statistically significant association was found between mean score and knowledge test total score (
p
< 0.0072), but no significant association emerged between mean playing time and knowledge test total score.
Conclusion
The results indicated that the higher the mean score the better the students’ surgical nursing knowledge in the knowledge test. This study did not show that the time spent playing had an impact on students’ post-playing knowledge. Our findings support the idea that game metrics can be used in performance evaluation and the results can be used to improve nursing students’ readiness for challenging preoperative and postoperative clinical situations.
Journal Article
Historia ludens : the playing historian
\"This book aims to further a debate about aspects of 'playing' and 'gaming' in connection with history. Reaching out to academics, professionals and students alike, it pursues a dedicated interdisciplinary approach. Rather than only focusing on how professionals could learn from academics in history, the book also ponders the question of what academics can learn from gaming and playing for their own practice, such as gamification for teaching, or using 'play' as a paradigm for novel approaches into historical scholarship. 'Playing' and 'gaming' are thus understood as a broad cultural phenomenon that cross-pollinates the theory and practice of history and gaming alike\"-- Provided by publisher.
Book
Can You Beat Churchill?
How do you get students to engage in a historical
episode or era? How do you bring the immediacy and
contingency of history to life? Michael A. Barnhart shares the
secret to his award-winning success in the classroom with Can
You Beat Churchill? , which encourages role-playing for
immersive teaching and learning. Combating the declining enrollment
in humanities classes, this innovative approach reminds us how
critical learning skills are transmitted to students: by
reactivating their curiosity and problem-solving abilities.
Barnhart provides advice and procedures, both for the use of
off-the-shelf commercial simulations and for the instructor who
wishes to custom design a simulation from scratch. These
reenactments allow students to step into the past, requiring them
to think and act in ways historical figures might have. Students
must make crucial or dramatic decisions, though these decisions
need not align with the historical record. In doing so, they learn,
through action and strategic consideration, the impact of real
individuals and groups of people on the course of history.
There is a quiet revolution underway in how history is taught to
undergraduates. Can You Beat Churchill? hopes to make it a
noisy one.
eBook
The unofficial guide to mining in Minecraft
\"It should come as no surprise that mining is a very important way to obtain resources in the game of Minecraft. It's also a very important way to get resources in the real world! This informative book will show young readers more about how people build real-life mines and what they mine for, including in-game resources such as diamonds, iron, gold, and coal. It will also show them how to use that information to make their Minecraft mines safer and even more productive!\"-- Provided by publisher.
Book
Effect of a simulation game on nursing students’ reflective thinking skills: a mixed methods study
Background
This study aimed to investigate the effect of a simulation game called “The Ward” on reflective thinking skills of senior nursing students.
Methods
A convergent mixed methods parallel research design was conducted between February-April 2018. The sample for this study was a convenience sample (n = 23) of senior nursing students. Student Information Form, Reflective Thinking Scale and a structured interview form were used as data collection tools. During study, simulation game was played once a week for seven weeks. Descriptive statistics (frequency, percentage, mean) were used for analyzing data, t test for dependent groups tests were applied to determine differences within group and qualitative data was analyzed with content analysis.
Results
After playing the simulation game, nursing students’ reflective thinking scores (pre-test = 39.70 ± 5.15; post-test = 67.39 ± 8.13) increased significantly (p < 0.05). It was found students noticed their shortcomings and mislearnings by comparing their existing knowledge in setting of teamwork and cooperation created by the game, and consequently students’ motivation increased or decreased. The teamwork and collaboration created with in the simulation game caused students to gain self-confidence, to expand their perspectives, to develop effective decision-making skills, to increase their motivation, to discover their own incomplete knowledge, skills or mislearnings.
Conclusions
These results support that the simulation games can be used to improve reflective thinking level of students. This finding shows that nursing education curriculum needs to be restructured using new methods such as simulation games aimed at improving students’ reflective thinking skills. In this direction nurse educators should be involved with policy making and policy makers to develop strategies to ensure that graduated nursing students should gain reflective thinking skills. In addition nurse executives should encourage using simulation and simulation games in service training to improve nurses’ reflective thinking skills and life long learning.
Journal Article