Date of Conferral

2022

Degree

Ph.D.

School

Nursing

Advisor

Edna Hull

Abstract

Although instructional strategies to enhance student learning is a critical component of the faculty role, nursing education has been slow to incorporate games and gaming into the learning environment. The primary purpose for this qualitative phenomenological research study was to explore the lived experiences of nursing faculty of associate degree programs, specifically regarding the use of games and gaming as interactive, experiential teaching and learning strategies. This study was designed to answer the question, “What are the lived experiences of faculty who use games and gaming as instructional approaches in associate degree nursing (ADN) education.” Through one-on-one interviews via Zoom technology, the experiences of 18 ADN faculty who were already utilizing games and gaming. Their thoughts and feelings were collected and analyzed through the lens of Kolb’s theory of experiential learning, Knowles’s adult learning theory, and Piaget’s theory of constructivism. Using Creswell’s six steps for qualitative data analysis, major themes generated from participant interviews included creating games to reinforce knowledge, acknowledging lightbulb moments, viewing the learner as participant versus passive recipient, and advocating in support of the uniqueness of the adult learner. Positive social change results from growing evidence that games and gaming have contributed to the shift away from classic, teacher-centric didactic classrooms to more student-focused, interactive, and immersive learning experiences. This shift raises awareness of the need for faculty to design engaging learning environments that include energizing and participatory teaching/learning practices.

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