Background

“An educational game is an activity presided over by precise

rules that involve varying degrees of chance, in which, players
compete through the use of knowledge or skill in attempts to reach
specified goals” (Peddle, 2011, p. 647). Educational games are
competitive in nature, differentiating them from other activelearning
strategies such as simulation and role play (Horsley, 2010).
The use of games has been noted in nursing education since the
early 1980’s. Early criticism stemmed from the fact that games were
seen to be more for entertainment value than a learning modality

(Royse and Newton, 2007). Nursing education has traditionally

relied on didactic methods of delivery. The current rise of experiential
learning, challenges the traditional, didactic, modes of
delivery, increasing the call to use more active-learning strategies
such as gaming (Peddle, 2011). Despite the increase in status of
experiential strategies, many instructors in higher education still
prefer a conventional style of delivering material. Didactic lecture is
considered efficient in the delivery of material in a relatively short
time span, but the inhibition of inductive reasoning is considered
a disadvantage (Royse and Newton, 2007).
Educational games promote learning and enhance collaboration
among students. They keep learning active and student-centered,
in a non-threatening environment. A game can be used to
promote critical thinking and reasoning. One advantage of using
games, as a teaching strategy, is that students have the opportunity
for immediate feedback, through the discussion of correct answers
and their rationales (Glendon and Ulrich, 2005). This attribute
makes games appealing to Millennial students, who value immediate
feedback (McCurry and Martins, 2010). Another advantage of
games is the opportunity for instructors to facilitate discussion and
clarify misconceptions (Glendon and Ulrich, 2005).
Games and learning styles
According to Dale (1969) “people learn 10% of what they read,
20% of what they hear, 30% of what is demonstrated, but 90% when
what is said and done is combined” (Kennedy, 2006, p. 46).
Students are diverse and have different learning style preferences,
by providing multiple approaches different learning styles of
students can be accommodated. Games can benefit many learning
styles with the use of visual and auditory stimuli, while encouraging
group discussion and participation.
Teachers are challenged to use multiple teaching strategies to
appeal to the different learning styles of their students. Auditory
learners prefer hearing material out loud via verbal instruction.
Visual learners enjoy methods of learning including pictures,
flashcards, video and observation (Dicarlo and Lujan, 2006).
Cognitive learners like to give information personal meaning,
putting it in their own words; while, global learners seek discussions
and working with others (Pitts, 2009). Kinesthetic learners
prefer a hands-on approach to learning (Meehan-Andrews, 2008).
This study looked at the different learning styles of the students
involved and found that the majority are kinesthetic learners.
Studies have shown that this learning modality is preferred by the
majority of nursing students. Research by Meehan-Andrews
(2008), found that students who are kinesthetic learners take in
information best through practical sessions, case-studies or
computer simulations as opposed to lecture-only. Lectures were
found to be better for initial presentation of information, while
active-learning methods were best at reinforcing material.