Abstract

The college environment brings together adult learners from diverse backgrounds who have different goals, personal and work experiences, and learning styles. These learners have the ability to learn in as many ways as educators have ways to teach them and learn better when actively engaged in the learning process. This reality makes it important for adult educators to incorporate a variety of teaching methods in their courses to meet the needs of these learners. Gaming is one such teaching method, with the potential to reach a wide and diverse population of adult learners.

The primary purpose of this study was to examine if the use of gaming would have an impact on learning and retention of knowledge of pediatric cardiovascular dysfunction content. Research questions included: What is the difference on pre and posttest scores of baccalaureate nursing students participating in gaming and traditionallecture methods of instruction? What is the knowledge retention level when using gaming as a method of instruction versus the traditional lecture method of instruction based on final examination scores of baccalaureate nursing students?

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3348271; ProQuest document ID: 304186479. The author still retains copyright.

Author Details

Tracey L. Hodges, EdD, MSN, RN

Sigma Membership

Iota Theta

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Quasi-Experimental Study, Other

Research Approach

Quantitative Research

Keywords:

Innovative Educational Teaching Strategies, Active Learning Strategies, Collaborative Learning, Student-Centered Learning, Nursing Education

Advisor

Maria Martinez Witte

Second Advisor

James E. Witte

Third Advisor

Henry N. Williford

Fourth Advisor

Michael R. Gilchrist

Degree

Doctoral-Other

Degree Grantor

Auburn University

Degree Year

2008

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2022-02-23

Full Text of Presentation

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