PubMed · 7890879
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N Kramer. Using games for learning.. https://doi.org/10.3928/0022-0124-19950101-11
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The employment of simulations and games has been widely recommended for use in nurse education but there are few reports of their introduction or evaluation. This paper describes the use and evaluation of a simulation game which prepares students for a management module in an English National Board pilot scheme course. Evaluation took place by using a questionnaire completed by 528 students and by participant observation by the facilitators. The evaluation indicates that a simulation game is an appropriate way of preparing students for practice and that it provides a realistic and safe environment for enjoyable and meaningful learning to take place.
The quiz effect describes the tendency of contestants, but not questioners, in a quiz-game setting to discount the arbitrary nature of their roles in over-attributing cleverness to the questioner. This tendency is generally viewed as an example of the fundamental attribution error and is usually explained in terms of cognitive processes. An alternative explanation is proposed that suggests that the effect reflects impression-management tactics, especially compliance to the norm of modesty. In the present Australian study, the quiz effect was replicated when questioners and answerers rated past behaviors. However, when future performance in a quiz-game setting was predicted, there was no evidence of the effect. These results are consistent with a normative, not cognitive, explanation of the effect.
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