Simulation-based education (SE) refers to the use of simulation software, tools, and serious games to enrich the teaching and learning processes. Advances in both computer hardware and software allow for employing innovative methodologies that make use of SE tools to enhance the learning experience. Moreover, thanks to the globalisation of e-learning practices, these educational experiences can be made available to students from different geographical regions and universities, which promotes the development of international and inter-university cooperation in education. This paper provides a review of recent works in the SE subject, with a focus on the areas of engineering, science, and management. It also discusses some experiences in SE involving different European universities and learning models. Finally, it also points out open challenges as well as noticeable trends.

https://link.springer.com/content/pdf/10.1186%2Fs41239-020-0181-y.pdf

Simulation-based education involving online and on-campus models in different European universities

Students' engagement in academic-related learning activities is one of the important determinants of students' success. Identifying the best teaching strategies to sustain and promote nursing students' engagement in academic and clinical settings has always been a challenge for nurse educators. Hence, it is essential to provide a set of strategies for maintaining and enhancing the academic engagement of nursing students. The purpose of this review was to explore and summarize the strategies that nurse educators use to sustain and promote nursing students' engagement in academic and clinical settings. A narrative literature review was conducted. CINAHL (nursing content), ProQuest, Medline, the Cochrane, Google Scholar, and Scopus were searched. Of 1,185 retrieved articles, 32 teaching strategies were identified and extracted from the nursing literature. We used thematic analysis approach to organize these strategies into five main categories as follows: technology-based strategies (15 articles), collaborative strategies (10 articles), simulation-based strategies (two articles), research-based strategies (two articles), and miscellanea learning strategies (three articles). As a general comment, these strategies have the potential to promote nursing students' engagement. Among the strategies discussed in this review, the use of technology, particularly the response system and online learning, was more common among nursing educators, which is in line with today's advances in smart technologies. The collection presented in this review can be used as a starting point for future research to evaluate the effectiveness of an educational intervention on the academic engagement of nursing students. Nevertheless, due to the lack of experimental studies, the optimal strategies remain to be elucidated through future high-quality experimental study.

/pdf/strategies-for-sustaining-and-enhancing-nursing-students-5eonkuco9y.pdf

Strategies for sustaining and enhancing nursing students' engagement in academic and clinical settings: a narrative review.

Las competencias digitales en el quehacer de la educacion superior es un campo muy fecundo que esta en constante desarrollo debido a la adecuacion de los docentes frente a la demanda de las tecnologias de la informacion y comunicacion y su impacto en el campo educacional. El presente articulo aborda el panorama actual y su dinamica frente a los requerimientos que el docente debera de desarrollar y las perspectivas de la universidad y los estudiantes. Por otro lado, se aborda la perspectiva de las nuevas tendencias en relacion con el panorama los entornos virtuales de aprendizaje y su vinculacion en la educacion universitaria. Se presenta, ademas, una discusion final sobre las posibilidades del desarrollo de las competencias en el quehacer academico superior.

/pdf/la-competencia-digital-en-el-docente-universitario-qf5bpbe5x9.pdf

La competencia digital en el docente universitario

Research has found that the new age learner, Gen Z, is different from his/her predecessors, and hence, educators need new age pedagogical interventions to cater to this group of learners. With a change in the way the new age learner learns, the education system needs to revamp to incorporate tools that suit the needs of the learner. The paper reviews the use of gamification as a tool for motivation and engagement for Gen Z in higher education with the help of peer-reviewed research literature from research databases predominantly from Scopus and Web of Science. The purpose of this paper is to provide suggestions on how to create an engaging and meaningful learning environment in higher education for Gen Z by providing relevant insights on gamification with the help of secondary research. As this is an emerging field of study, this paper will help policymakers, educators, and academicians to design and implement relevant interventions to use gamification as an effective tool for Gen Z learners in the field of higher education.

/pdf/gamification-and-gen-z-in-higher-education-a-systematic-hfiak7lb7y.pdf

Gamification and Gen Z in Higher Education: A Systematic Review of Literature

Abstract While the study of serious games has received due attention, few studies have investigated their potentials of simultaneously offering a route to both content and language acquisition. Understanding the interdisciplinary educational affordance of serious game play is significant, as it might provide game designers and teachers with insight into how to best design and implement serious games. In our study, the serious game Saving Lives was used to teach healthcare knowledge and English vocabulary to Iranian nursing students in an experimental group (N = 80), while control group students were taught healthcare knowledge and English vocabulary using traditional methods (N = 80). Using a mixed-methods approach (pre- and post-tests, an open- and closed-ended questionnaire), intentional content learning, incidental vocabulary acquisition, and learners’ perceptions of digital game play were investigated. Results showed statistically significant improvement in participants’ healthcare knowledge and incidental vocabulary acquisition in the experimental group compared to the control group. Vocabulary and content knowledge gains in the experimental group were the result of students’ positive attitudes toward game play, the multimodal contextual clues provided during game play, and repetitive exposure to target words in the game instructions. Using serious games to integrate content and language teaching for specific purposes, such as nursing, was found to be both a viable option for teachers and a preferable medium for fostering students’ learning and engagement.

A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play

The qualitative study explored the opinions and perceptions of freshman, sophomores, and freshman students that dropped out of the university to understand the obstacles and enablers that millennial freshmen faced transitioning into a college environment. To understand these factors the study posed the question, how do the participants (i.e., freshmen, sophomores, and non-returning freshmen students) describe and reflect on their freshman college year at the institution? Describing and reflecting on the experience uncovered college initiatives that were more effective in supporting the transitions, obstacles freshmen encountered, and factors that enabled a seamless transition into the college environment. The study results revealed four core themes that served as either an obstacles and/or enabler that millennial freshman college students encountered that influenced the transition into the college environment. The themes were organized in order by priority: freshmen focused activities, developing effective study skills, instructor-student relationship, and academic advisements-support. The themes functioned as both independent and interdependent factors that influenced the social and academic transition. No one theme dominated the freshman or first-year transition. A combination and orchestrated interaction of all of the themes framed and shaped the experience. Spady (1970) postulated that the first year transition and academic persistence is directly influenced by the level of social and academic integration of the student into the institutional environment. An atmosphere conductive to a successful integration is formed when the institutions have constructed programs, policies, and activities that provide a balance between the social and academic experience. When there is improper balance or an imbalance the student commits "academic suicide" or chooses not to persist academically (Spady). The students possessed positive opinions and attitudes toward the institution. Four of the freshman students that dropped out of the institution are considering returning. A recommendation is that efforts be made to continually engage and follow-up with non-returning freshman so the students are motivated to return to the university. Some areas of improvements were identified in the academic environment. Millennial freshman students required ongoing academic guidance, a collaborative and interactive learning environment, and skill development training during the first-year to create a seamless social and academic transition into the college environment. The institution could benefit greatly from constructing aggressive academic advisement-support mechanisms or conducting an extensive re-evaluation of already existing programs to create a balanced academic and social experience. Hopefully the students' voices and suggested recommendations can serve as tools in the further exploration and development of effective freshman programs and initiatives. Language: en

College Retention Initiatives Meeting the Needs of Millennial Freshman Students.

Technological advances have provided educational institutions the capability to explore various online teaching strategies such as digital games in the classroom. Though games can be used to engage...

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2018.1437671

Influence of online computer games on the academic achievement of nontraditional undergraduate students

The challenge colleges and universities encounter in the United States is retention of freshmen male college students. The National Center for Education Statistics (2012) reported that 37% of freshman males enrolled in a postsecondary institution in 2003-04 dropped out by June 2009. Unfortunately, 17% dropped-out within the first-year without completing a degree or certificate program (Ross, Kena, Rathbun, Kewal, Zhang, Kristapovich, and Manning, 2012). This qualitative case study explored the opinions and perceptions of freshman, sophomore, and non-returning freshman male students to understand factors that challenged and supported the transition into the college environment. The study used interviews to collect, analyze, and describe the data from 16 semi-structured interviews conducted at a large public four-year research institution. Participants consisted of six freshmen, six sophomores, and four non-returning freshmen student population. Three major factors were identified: social engagement, study skills-behavior and instructor-student relationships. The results provided insight into how educational leaders can create a balanced social and academic first-year experience for freshman male students. Background The retention of freshman male students past the first year of college has been a challenge for many postsecondary institutions in the United States. Educational leaders and policy-makers have struggled to understand the reasons why first-time freshman male students drop out of college or depart prematurely at a high percent rate (Sanders, 2013). The National Center for Education Statistics reported that 37% of freshman males enrolled in a postsecondary institution in 2003-04 dropped out by June 2009. Unfortunately, 17% dropped-out within the first-year without completing a degree or certificate program (Ross, Kena, Rathbun, Kewal, Zhang, Kristapovich, and Manning, 2012). Young men often enter the college environment facing issues surrounding sexual identity, racial/ethnic identity and gender that can impede student success (Scott, Havice, Livingston, & Cawthon, 2012). Harper and Kuykendall (2012) postulated that many of the problems that plague college male students, especially minority males, begin at the K-12 school level; prior to their first year of college. Too often the idea of masculinity and manhood is equated with strength and power instead of academic capabilities. Unfortunately, these misconceptions and attitudes do not end once a young male enrolls in college (Scott, et al., 2012). Obtaining a college education not only benefits society but also increases the individual's economic marketability and social capital (Kleinfeld, 2009). Kleinfeld (2009) argued that men with a higher level of education earn more than those without a postsecondary education. Men with a higher level of education are more likely to pay their taxes, exercise their civic responsibilities (i.e. voting, volunteerism) and less likely to be unemployed. College educated men are more likely to get married and less likely to be involved in criminal activity. The social implications for having an educated male population are a higher skilled labor force, increased work productivity, a decreased involvement in criminal behavior, and a healthy market growth (Kleinfeld, 2009). Over the last 75 years student retention has been the focal point for many researchers, educational leaders, and postsecondary institutions. How to engaged students, particularly first-time freshman males, to degree attainment or graduation? After many years of research there has been minimal growth or advancement in the retention rate of first-time freshmen students returning to the same institution for their sophomore year (Vendituoli, 2014). According to a National Student Clearinghouse Research Center (2014) report, 58.2 % of the fall 2012 first-time freshman cohort returned to the same institution for the fall 2013. …

Supporting Freshman Males during Their First-Year of College

Over the last three years, crises of a historical magnitude have had a profound impact on the higher education system in the U.S. During the spring of March 2020, COVID-19, referred to as the coronavirus, caused a significant health crisis, killing hundreds of thousands of people, while disrupting the educational, economic, and health system (Gupta, 2021). The following year, a 46-year-old black man, George Floyd, was brutally murdered by a white police officer, sparking violent protests and debate around racial equity, policing, and justice. A toxic and polarizing political environment further complicated issues under the controversial leadership of President Donald Trump. Colleges and universities had to quickly pivot to remote instruction, enforce mask mandates, and carefully navigate discourse to minimize disruption to the education of students. The adjustment was challenging for most institutions, particularly those classified as Hispanic Serving Institutions (HSI) or Minority Serving Institutions (MSI). They are usually under-resourced but serve many marginalized, low-income, first-generation, and at-risk students. These organizations encountered both obstacles and opportunities in the attempt to usher in a new generation of learners, Generation Z. Generation Z, often referred to as Gen-Z, are those individuals born between the years 1995-2015; a group that has experienced an untraditional and unprecedented college transition that will have a lasting impact on their younger and older adult lives. This qualitative case study explored the lived experience of Generation Z college students as they navigated the uncertain and tumultuous college transition into an HSI/MSI during the large-scale U.S. and world crises.

Navigating White Waters: Generation Z Untraditional College Transition Amid Unprecedented Social, Health, and Academic Crisis

Evaluating the Effectiveness of Financial Coaching at Catholic Charities Dallas

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