The effect of game-based interventions on the nursing students' level of knowledge: A systematic review and meta-analysis of randomized controlled trials

Abstract

The adoption of game-based interventions has begun to rise as innovative methods in nursing education have gained prominence. This systematic review and meta-analysis study aimed to analyze the effects of game-based interventions on nursing students' knowledge level. We searched nine electronic databases published in English, without year limitations, until May 2024. We followed the PRISMA 2020 checklist. A random-effects model was used to determine intervention effects. The Cochrane Collaboration technique was used to evaluate potential bias. Six studies involving 718 nursing students were included in this study. We identified the use of different game-based approaches such as video games, serious games, mobile games, board games, gamified flipped classrooms, and virtual gaming simulations. Game-based intervention duration ranged from only once to once weekly throughout the study period. No significant publication bias was observed. Compared to the control group, game-based interventions improved the level of knowledge (SMD = 1.00; 95 % CI [0.26, 1.74]; p < 0.001). Game-based interventions are an effective strategy for achieving learning objectives in the cognitive domain and contribute to increasing nursing students' knowledge levels. Therefore, integrating game-based interventions into nursing education is recommended. Further research is needed to determine how game-based affect nursing students' behavioral and affective learning outcomes.

Keywords: Game-based interventions; Knowledge; Nurses; Students.