Title : Beyond discussion boards: Using immersive interactive learning adventures to increase engagement in graduate nursing education
Abstract:
Student engagement remains a persistent challenge in online nursing education. Traditional learning activities such as discussion boards, readings, and recorded lectures provide foundational content; however, opportunities for learners to actively apply and interact with complex course concepts may be limited. Evidence supports active learning, retrieval practice, immediate feedback, and scenario-based learning as effective strategies for promoting engagement, knowledge retention, and critical thinking. To address this challenge, immersive interactive learning adventures were developed and implemented across graduate nursing courses in pathophysiology, pharmacology, and scholarship. Using a web-based learning platform and readily available educational technologies, students participated in dynamic experiences that transformed course content into interactive challenges. From navigating theoretical frameworks in a virtual escape room to solving pharmacology and pathophysiology problems through immersive adventures, learners applied concepts, solved problems, and made decisions to progress through each experience. Each decision was followed by immediate feedback and explanatory rationales, allowing students to explore consequences, correct misconceptions, and reinforce learning in a low-risk environment. Storytelling, branching pathways, progressive challenges, and visual learning elements shifted learning from passive content review to active decision making while maintaining alignment with course objectives The innovation was intentionally designed to address common barriers associated with immersive learning, including financial constraints, technology requirements, and access to specialized simulation resources. By leveraging existing educational technologies, the activities provided an accessible alternative to resource intensive simulation strategies without requiring specialized equipment or additional costs to students. Although development required a significant initial faculty time investment, once developed the activities could be readily updated to reflect new evidence revised course content or changing learning objectives supporting long term sustainability and scalability. Student feedback suggested increased engagement, improved understanding of complex concepts, and greater ability to apply knowledge rather than memorize content. This presentation will describe the development, implementation, and lessons learned from integrating immersive interactive learning adventures into graduate nursing education and provide practical strategies for educators seeking to enhance engagement using evidence-based teaching approaches.
