to educate students about COVID-19. Therefore, the students in the June class acquired COVID-19 knowledge through the Covid-game (the game group). The reference delivery, preclass test, questions and answers, postclass test, and final examination in the game group were the same as those in the lecture group. The only difference was in the two-and-a-half-hour in-class teaching process: the instructor devoted 30 minutes to introduce the basics of COVID-19, followed by a 2-hour serious game. *α′ = .0167 (Bonferroni correction) and P < α′. There was significant difference between the pairs. 95% CI, 95% confidence interval.

The purpose of this study was to explore the effectiveness of a virtual reality mobile game-based application for teaching disaster evacuation management education to nursing students. A pre-test, post-test, and final-test study design was used to compare traditional lecture group and game group instructional knowledge delivery effectiveness and instructional mode satisfaction. The statistical comparison of pretest and post-test knowledge and decision-making scores did not reveal significant group differences for short-term improvement ( P ≥ .05); however, final test scores revealed that the virtual reality mobile game-based application group had significantly higher knowledge and decision-making retention scores compared with the traditional lecture group ( P = .000). The game group also had significantly higher instructional mode satisfaction scores for course interest and cooperation with others ( P < .05). The virtual reality mobile game-based application was more effective for teaching nursing students about disaster evacuation management educational training than lecture instruction. The greater satisfaction expressed by nursing students when using this instructional mode suggests that it may better facilitate selfinitiated lifelong disaster evacuation learning behaviors.