Through collaboration during the play of a game, learners may discuss prior experiences to aid in discovery of the correct answer. Gaming activities also permit peer feedback to be given to students based on their previous experiences. The millennial student desires immediate feedback and integrates their experiences into their learning (Tapscott, 1998). Again, through group discussion and collaboration, learners share previous experiences with others to confirm or not the correct answer.
By not tapping into the experience of adult learners, negative effects may result (Knowles, 2005). The adult learner identifies their experiences as who they are. In other words, their experiences help to define them as a person. Adult learners, who perceive their experiences as being ignored or devalued, perceive the instructor as rejecting them as persons (Knowles). By devaluing or ignoring the millennial learner's experiences, the mutual respect they desire with the instructor is hampered because they are no longer seen as adults (Aviles, Phillips, Rosenblatt, & Vargas, 2005).
Fourth, the adult learner's readiness to learn is dependent on one's evolving social roles (Knowles, 2005). Knowles stated adult learners become ready to learn in order to effectively cope with their real-life or upcoming situations. Baccalaureate nursing students become ready to learn when they become aware of potential real-life or upcoming events they will be facing as a nurse. Interaction that occurs when learners participate in gaming may promote social role development and readiness to learn (Knowles, 2005).
Fifth, adult learning orientation shifts from subject-centered to problem-centered (Knowles, 2005). Adults learn best if new material is presented in a problem format in which the learner can immediately apply what is being learned. According to Knowles, the adult learner seeks to apply tomorrow what they learned today. In this regard, gaming activities allow students to immediately apply their knowledge from classroom lecture to situations that promote application. Oblinger and Oblinger (2005) state the millennial learner thrives on immediate gratification through application of new knowledge. Through immediate application of content learned, the link between nursing theory and practice is strengthened (Henderson, 2005).
Lastly, Knowles's theory (2005) stated that adults are both internally and externally motivated to learn. The most powerful motivators are internal factors such as a desire, a perceived need, or a wanting to learn. "Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems that they confront in their life situations" (p. 67).
Given the explosive growth in the number of adult learners in recent years, it is not surprising that the methods developed by Knowles and others have received an increasing amount of attention, particularly as they relate to what actually helps motivate adult learners to learn. In this regard, Griffin and his associates report that, "Malcolm Knowles' theory of andragogy originated the contract idea. Experiential learning also lies at the heart of much current theory and practice, and this too involves a degree of self-directed learning. As a result, self-directed learning and learning contracts are increasingly used for purposes of assessment and accreditation both in higher education and in professional continuing education and development" (p. 90). These trends have been fueled by some external forces as well that make the identification of what motivates adults to learn effectively all the more pressing and an extensive body of literature on the subject of self-directed learning has developed, reflecting research, adult learning theory and practice (Griffin et al., 2003), and these issues are discussed further below.
Application of Adult Learning Theory
There has been a profusion of new educational strategies in adult education in recent years that have provided educators with some viable alternatives to conventional teaching methods (Braithwaite & Westbrook, 2001), and one such approach is used in this study. The card game entitled "ABG Go Fish" will be played by undergraduate baccalaureate nursing students (Appendix a). Students seeking a career in nursing have a need to know about arterial blood gas content. "ABG Go Fish" seeks to reinforce arterial blood gas parameters, analysis, and clinical manifestations of respiratory and metabolic acidosis or alkalosis. The game will provide participants with a sense of progress towards identifying and interpreting normal and abnormal arterial blood gas parameters, and recognizing abnormal clinical manifestations of acid-base imbalances.
Gaming also allows the adult learner to have active control of learning and promotes independence. The "ABG Go Fish" card game allows students to participate actively by interpreting and analyzing arterial blood gas parameters and clinical manifestations. The card game also allows the student to have active control of learning at their own pace.
The "ABG Go Fish" game allows learners the ability...
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