Effects of Enhanced Gaming Elements in Virtual Gaming Simulation on Learning Outcomes

BACKGROUND: Virtual gaming simulation (VGS) is increasingly used in nursing education; however, limited research has examined the effect of enhanced gaming elements on student outcomes. METHOD: A randomized controlled experimental design with pre- and posttests was used to evaluate VGS enhanced with storylines, sound effects, and progress bars. Undergraduate nursing students were randomly assigned to either an enhanced VGS group or a traditional branching VGS group. Outcomes included knowledge retention, enjoyment, satisfaction, and self-confidence. RESULTS: Students in the enhanced VGS group demonstrated significantly greater improvement in knowledge scores and significantly higher satisfaction and self-confidence scores compared with the control group. No significant differences were found in overall enjoyment scores; however, the enhanced group reported significantly higher Challenge/Improvement subscale scores. CONCLUSION: Enhanced gaming elements within VGS may improve knowledge retention, satisfaction, and confidence in undergraduate nursing students while promoting a more challenging and engaging learning experience.