Comparative effectiveness of mobile games, computer games, and virtual reality games on knowledge and skill in...

The network meta-analysis aims to compare the effects of mobile games, computer games, and VR games on the knowledge and skills of nursing students.

Following PRISMA-NMA guidelines, we retrieved randomized controlled trials (RCTs) published in PubMed, Cochrane Library, CINAHL, Embase, Web of Science, Medline, Scopus, and ProQuest from inception to March 15, 2025. The quality of the literature was assessed using the Version 2.0 of the Cochrane risk-of-bias tool for RCTs (RoB-2). The network meta-analysis was performed using Stata 17.0 based on the frequency theory framework. The surface under the cumulative ranking curve (SUCRA) was used to rank the interventions. The subgroup analysis was conducted to compare the effects of three kinds of games under different conditions. The protocol of this study was registered in the PROSPERO (CRD420251039427).

20 RCTs involving 2465 students were included. The results showed computer games [SMD = 0.78, 95% CI (0.01, 1.56)] increased the nursing students' knowledge scores compared to traditional teaching. Moreover, the results of subgroup analysis showed that computer games ranked highest in one-time intervention (SUCRA = 100.0%) or when the educational topic was technical knowledge (SUCRA = 99.4%). For skill scores, virtual reality games showed statistical differences [SMD = 1.27, 95% CI (0.55, 1.99)] compared with traditional teaching. In addition, VR games ranked first in the one-time intervention condition (SUCRA = 100.0%) or when the game content lacked virtual patients (SUCRA = 99.8%).

Our study provides a reference for educators to select appropriate teaching methods. Based on this study, educators may consider utilizing computer games for enhancing knowledge and VR games for training skills, depending on the specific learning objectives. However, educators still need to make decisions on a case-by-case basis in the future.