A STUDY OF THE ATTAINMENT OF DIABETES CONCEPTS USING A SIMULATION-GAMING INSTRUCTIONAL STRATEGY (INSTRUCTIONAL STRATEGY).
Contributors: Memphis State University.
Published: 1992
Number of pages: 99
Subjects: Education, Health.; Health Sciences, Nursing.; Education, Higher.
Description: The purpose of this study was to investigate the effects of an author-developed simulation-game entitled, "Pancreaticmania: Taking Control," as an instructional strategy in teaching nursing students diabetes content. Learning styles were assessed to determine the influence of learning preferences on learning. A two-group experimental design (simulation-gaming and study guide discussion) was conducted with 41 students enrolled in a Midwest university. These questions were posed: (1) Does participation in simulation-gaming versus study guide discussion result in greater diabetes knowledge? (2) Do various Modes of Learning (Canfield's Learning Styles Inventory) influence subjects' attainment of knowledge when taught with simulation-gaming versus study guide discussion? (3) What is the relationship between Modes of Learning and diabetes knowledge when taught by these instructional strategies? (4) How do subjects' perceptions of their participation relate to their particular instructional strategy? During the fall of 1991 subjects (1) completed Canfield's Learning Styles Inventory, (2) participated in six hours of a diabetes lecture, (3) were randomly assigned to a two hour participation in either the simulation-game or the study guide group, (4) completed an evaluation of their respective strategy, and (5) completed the Diabetes: Basic Knowledge Test (DBKT).

Major findings revealed that gaming subjects scored higher on the DBKT compared to the control subjects. A 2- group ANOVA, however, indicated the difference not to be statistically significant. Therefore, simulation-gaming appeared to facilitate learning equally as well as study guide discussion.

Correlations were also computed between the Modes of Learning subscales and the DBKT scores. Analysis of data did not detect a statistical significance relationship. Thus, both strategies appeared to promote learning, regardless of students' particular learning style.

Participants' perceptions of their respective instructional strategies (i. e., simulation-gaming versus study guide conditions) were analyzed using a Chi-Square procedure. Both groups rated their experience as positive. No statistical difference was found between the two groups with regard to enjoyment, motivation, or empathy. A statistically significant difference, however, was found with the study guide subjects indicating that they wanted more of this type of strategy than did the experimental group.

The results add to the knowledge of simulation-gaming as a viable instructional strategy.
Notes: Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1065.

Thesis (ED.D.)--MEMPHIS STATE UNIVERSITY, 1992.

School code: 0124.