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

ABSTRACT:

Background

The digital shift in higher education is moving from teacher-focused models to active learning with digital technologies, including the integration of game-based learning strategies. We aim to identify, assess, and summarize the findings of evidence and determine the effectiveness of game-thinking on learning outcomes in nursing education.

Methods

A comprehensive search for relevant literature was conducted between April and May 2022 Seven databases ERIC, Scopus, ProQuest Education Source, MEDLINE, CINAHL, Web of Science, and Embase were utilized to locate original, peer-reviewed papers published in English. The review was conducted and reported in compliance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines.

R

SUBMITTER: Nylen-Eriksen M 

PROVIDER: S-EPMC11776282 | biostudies-literature | 2025 Jan

REPOSITORIES: biostudies-literature