Virtual Game Simulation and Virtual Reality-Based Learning

Summary

The purpose of this study is to determine the effects of a virtual game simulation and a virtual reality-based learning tool on nursing students' knowledge and satisfaction with thoracic and lung physical examinations. Two different teaching methods involving technology will be used in the study. No studies have been found that have examined the thoracic and lung physical examination knowledge of nursing students using a virtual game simulation and a virtual reality-based student tool. The study will utilize a three-group (two interventions (virtual game simulation (Intervention-I) - virtual reality-based learning tool (Intervention-II) - one control) pretest-posttest randomized controlled trial design. The population will consist of 119 students enrolled in the second year of nursing at Gazi University Faculty of Nursing in the 2025-2026 Fall Semester and taking the elective course "Health Assessment" coded HEM 205. The sample will consist of 60 students (20 Intervention-I, 20 Intervention-II, 20 control) who met the inclusion criteria and agreed to participate in the study. Data will be collected using a "Descriptive Characteristics Form," a "Thoracic and Lung Physical Examination Knowledge Test," and a "Satisfaction with Education Methods Survey." First, all students will receive a one-hour theoretical training on thoracic and lung physical examination. Following the training, all students will receive a one-hour laboratory demonstration on thoracic and pulmonary physical examinations. All students will then be briefed, and a pretest will be administered the following week. The study will be implemented one week after the pretest. Students will be randomly assigned to three groups. The first group will play a virtual game simulation on thoracic and pulmonary physical examinations. The second group will experience a virtual reality-based learning tool. The third group, consisting of the control and excluded students, will be evaluated in a classroom environment using question-and-answer sessions. All students will then be informed that a posttest will be administered. The posttest will be administered one week later. After the posttest, all students will be provided with hands-on experience with technology-based learning methods.

Conditions

• Satisfaction, Personal
• Knowledge

Interventions

OTHER

Virtual game simulation

The virtual game simulation was prepared for nursing students to learn thoracic and lung physical examination.

OTHER

Virtual reality-based learning tool

The virtual reality-based learning tool was designed for nursing students to experience thoracic and lung physical examination skills on a virtual patient in a life-like environment.

OTHER

Control

Traditional teaching method (question-answer, lecture, discussion) will be used.

Sponsors & Collaborators

• Gazi University

  collaborator OTHER

• Necmettin Erbakan University

  lead OTHER

Principal Investigators

• Nurcan Çalışkan, PhD · Gazi University Faculty of Nursing

Study Design

Allocation

RANDOMIZED

Purpose

OTHER

Masking

DOUBLE

Model

PARALLEL

Eligibility

Min Age

18 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2025-11-04

Primary Completion

2025-11-25

Completion

2025-12-02

Countries

• Turkey (Türkiye)

Study Locations