Game-thinking; utilizing serious games and gamification in nursing education - a systematic review and meta-analysis

Area of Science:

• Educational Technology
• Nursing Education
• Digital Learning

Background:

• Higher education is shifting towards active learning with digital technologies.
• Game-based learning strategies are increasingly integrated into educational models.
• The effectiveness of game-thinking in nursing education requires systematic evaluation.

Purpose of the Study:

• To identify, assess, and summarize evidence on game-thinking in nursing education.
• To determine the impact of game-thinking on learning outcomes for nursing students.
• To provide a meta-analysis of game-thinking's effectiveness in this field.

Main Methods:

• A comprehensive literature search was conducted across seven databases (April-May 2022).
• Included are original, peer-reviewed papers published in English, adhering to PRISMA 2020 guidelines.
• A total of 70 studies (27 RCTs, 43 quasi-experimental) involving 8348 participants were analyzed.

Main Results:

• Game-thinking demonstrated a significant positive effect on nursing students' academic achievement (Pooled ES = 0.99).
• The most substantial improvement was observed in academic knowledge performance (Pooled ES = 1.06).
• Academic skill performance also showed a positive effect, though less pronounced (Pooled ES = 0.54).

Conclusions:

• This systematic review and meta-analysis supports the effectiveness of game-thinking in nursing education.
• Game-based learning enhances knowledge acquisition and offers engaging learning experiences.
• Integrating game-thinking is a valuable strategy for modernizing nursing education in the digital era.