Classroom lecture methods in nursing education are falling short of providing long-term retention of knowledge and do not enhance problem solving skills or clinical judgment at the bedside. This problem impacts the health care recipients because applied knowledge and an enhanced skill set can provide nurses with confident clinical judgment to assure patient safety. Review of data from national surveys revealed that the local hospitals involved in this study are scoring below the national average for patient safety. The constructivism model of education was used to guide the research study. The research question involved examining the preferred gaming delivery system for enhancing knowledge retention among emergency department nurses and determining if demographic factors such as age and gender influence preferences. A computer-based survey was completed by 100 emergency department staff in order to determine preferred types instruction. The survey result discovered that the preferred gaming delivery system was instructor-led classroom based or blended learning methods. A series of one-way ANOVA analyses were employed to confirm that there were no differences in preferred instruction as a function of either age or the sex of the participants. Implications for positive social change from this research are to provide a guide for further curriculum development and learning activities using gaming as a learning platform. This has the potential to impact knowledge retention among nurses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]