Vol. 2 No. 1
(May 2026)

Articles

Evaluation of an Open Access Virtual Escape Room for Genetics Education in Undergraduate Nursing

Published 2026-04-12

  • Anila Virani
    • ,
  • Laura A. Killam
    • ,
  • Fazil Padaniya
    • ,
  • Shahryar Kutchi

Anila Virani
School of Nursing, Thompson Rivers University, Kamloops, BC V2C 0C8, Canada

Laura A. Killam
School of Nursing, Cambrian College, Sudbury, ON P3A 3V8, Canada

Fazil Padaniya
Department of Computer Science, Thompson Rivers University, Kamloops, BC V2C 0C8, Canada

Shahryar Kutchi
Department of Computer Science, Thompson Rivers University, Kamloops, BC V2C 0C8, Canada

DOI: https://doi.org/10.64797/pels.v2i1.155

Abstract

Genetics content is increasingly essential to nursing practice, yet it is commonly taught through didactic lectures, which offer limited opportunities for active learning. The objective of this study is to evaluate the user experience of the Genetic Odyssey VER designed to support genetics education in undergraduate nursing. A mixed-method usability study was conducted with a purposive sample of eight participants: four fourth-year Bachelor of Science in Nursing students and four faculty members. Data were collected through think-aloud observation with structured checklists, the mini Player Experience Inventory (miniPXI) and semi-structured individual interviews. Descriptive statistics were calculated for survey data, and qualitative data were analyzed to identify and categorise issues. Participants completed the VER in an average of 38 min. Functional aspects, including clarity of goals and progress feedback, were rated positively. Psychosocial constructs such as immersion, autonomy, and meaning received strong endorsement. Enjoyment scores were consistently high. Eighteen issues were identified across technical, navigation, design, and content-related domains. Eleven refinements were implemented to enhance clarity, reduce unnecessary cognitive load, and improve the overall user experience. The VER demonstrated positive experience among nursing students and faculty. The study successfully identified and resolved issues prior to broader release. As an open-access tool aligned with emerging genetics competency frameworks, the VER provides a practical and engaging approach to integrating genetics content into nursing education. Future research should explore its impact on learning outcomes across varied educational settings.

Keywords

Virtual Escape Room, Digital Escape Room, Usability Evaluation, Genetics Education, Undergraduate Nursing Education

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