Justine Angel M. Manalang, Alessandra Rafael G. Tayag, Jeniva B. Arca, Ysabella Mari C. Cunan, Sebastian C. Dalida, Rafaella D. Mallo, Ayaesa Jael S. Masiclat, Alyssa Shane R. Ponio, Joeylyn E. Reyes, Raila Pauline M. Sabado, Gwen Marie C. Sangalang, Christian Leandro S. Monieno, Angela P. Apostol
Background: The future of education is being reshaped, a transformation sparked by a global disruption. This led to the rapid adoption of virtual learning tools in nursing education, particularly in community health nursing (CHN), where immersive, hands-on experiences are essential. However, there is limited research exploring how digital platforms like Roblox can replicate the participatory and community-based processes of Community Organizing Participatory Action Research (COPAR). Thus, this study aimed to evaluate the educational utility of a Roblox-based community simulation as a learning tool in CHN from multiple perspectives.
Methods: An explanatory sequential mixed-methods design was employed, beginning with the collection of quantitative data through three instruments: the Technology Acceptance Model (TAM) questionnaire for learners, the app checklist for educators for clinical instructors, and the educational app evaluation tool for experts. Descriptive statistical analysis was conducted to determine frequencies, means, and patterns across the three respondent groups. This was followed by a qualitative phase involving focus group discussions, which were analyzed using Braun and Clarke’s six-phase thematic analysis to capture participants’ insights and contextual feedback on the Roblox-based community simulation. Purposive sampling was utilized for selecting learners with prior exposure to the simulation, while total enumeration was applied for clinical instructors and experts to ensure full inclusion of those who met the study’s criteria. The study underwent ethical review and plagiarism scanning using Turnitin.
Results: Key findings revealed strong convergence among all groups on the simulation’s educational value, ease of use, engaging nature, and its alignment with curriculum standards. Experts and clinical instructors uniquely emphasized the simulation’s cultural authenticity and potential to support higher-order thinking, while learners and experts highlighted its role in overcoming barriers to learning.
Conclusions: These insights resonate with David Kolb’s Experiential Learning Theory, demonstrating how the simulation facilitated concrete experiences, reflective observation, abstract conceptualization, and active.
