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

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

Demetrio's Story: Socialization and Family Adjustments Based on Long-Term Immersion in a Culture of Poverty

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

Demetrio's Story: Socialization and Family Adjustments Based on Long-Term Immersion in a Culture of Poverty