Abstract

This study assesses nursing students’ learning in a virtual simulation environment. A case study on cerebrovascular accidents (strokes) was developed in two formats: text and video. Two groups read a text-based case study while two other groups watched a video of the same case study developed in Second Life, a virtual platform. Then within each of the two groups, one role-played via text chatting online; while the other role-played in a virtual hospital via Second Life. A two-way mixed design analysis of variance (ANOVA) was conducted on student cognitive performances. The independent variables included one between-groups variable, case study format, with two levels (textual, visual) and one between groups variable, role-playing format, with two levels (textual, visual). The dependent variables are test scores (pre and post-tests) and concept mapping analysis results. It shows that all the groups gained significantly from pretest to posttest. However, the visual/visual group gained significantly the most according to concept mapping analysis. Implications and limitations are discussed.