The effectiveness of serious games on undergraduate nursing students' knowledge and skills: A systematic review and meta-analysis

Abstract

Aim

To determine the effect of serious games on undergraduate nursing students by the meta-analysis method.

Background

There is a need for greater focus on enhancing the knowledge and skills of undergraduate nursing students. Generation Z students desire active engagement in the learning process. When compare with conventional learning approaches, serious games can enhance pupil interest by making the learning process more captivating.

Design

Systematic review and meta-analysis.

Method

A total of nine databases were systematically searched from inception to April 2024. The Cochrane RoB-2 tool and the Joanna Brigg's Institute Critical Appraisal Tool for quasi-experimental designs were used to undertake quality appraisal. A narrative synthesis, a meta-analysis and subgroup analysis were conducted to analyze the study outcomes.

Results

In the study, 19 experimental studies included 14 randomized controlled trials and five quasi-experimental studies. When compare with control groups, serious games in RCTs showed significant improvements in knowledge (SMD 1.24, 95 % CI 0.52–1.96; P<0.001) and skills (SMD 0.50, 95 % CI 0.13–0.87; P<0.01). Subgroup analysis for technical skills outcomes demonstrated that serious games in RCTs were more effective than control groups (SMD 0.62, 95 % CI 0.20–1.05; P<0.001).

Conclusion

Serious games had a beneficial impact on the knowledge and skills of undergraduate nursing students. In the context of serious game intervention, it is imperative to carefully consider the approach.