Evidence map›Paper›PMID 39881301›Full record

SynthesisBMC medical education2025

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

Mats Nylén-Eriksen, Marko Stojiljkovic, Daniela Lillekroken, Katrin Lindeflaten, Elisabeth Hessevaagbakke, Tone Nygaard Flølo, Olav Johannes Hovland, Ada Marie Svarstad Solberg, Sylvia Hansen, Ann Kristin Bjørnnes and 1 more

Abstract readSystematic ReviewMeta-Analysis
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

16 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
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  10. Gamification in Stomatherapy: Virtual Game for Pressure Injury Care.International journal of telemedicine and applications · 2026
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Mats Nylén-EriksenInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway. matsnyle@oslomet.no.ORCID http://orcid.org/0000-0002-3254-2774
Marko StojiljkovicInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Daniela LillekrokenInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Katrin LindeflatenInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Elisabeth HessevaagbakkeInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Tone Nygaard FløloInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Olav Johannes HovlandInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.ORCID http://orcid.org/0000-0002-7458-696X
Ada Marie Svarstad SolbergInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Sylvia HansenInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
Ann Kristin BjørnnesInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.ORCID http://orcid.org/0000-0002-5356-3873
Christine TørrisInstitute of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.ORCID http://orcid.org/0000-0003-4548-7265

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe 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.

methodsA 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.

resultsOverall, 3302 studies were initially screened based on their titles and abstract. From this selection 281 studies were then assessed for full-text eligibility. In the end, 70 studies, consisting of 27 Randomized Controlled Trials (RCTs) and 43 Quasi-experimental studies were included in the review. These studies encompassed data from a total of 8348 participants. The results from the narrative synthesis of the results revealed consistencies across the included studies and their findings. The meta-analysis suggested that game-thinking could be beneficial in nursing education, notably improving students' academic achievement (Pooled ES = 0.99, [95%CI 0.53, 1.44]). The most significant effect of game-thinking on academic achievement was observed in the academic knowledge performance of nursing students (Pooled ES = 1.06, [95%CI 0.55, 1.57]), followed by academic skill performance (Pooled ES = 0.54, [95%CI 0.06, 1.03]).

conclusionsThe systematic review and meta-analysis provide evidence supporting the effectiveness of game-thinking in nursing education. The findings highlight the potential of game-based learning in enhancing nursing education through knowledge acquisition, albeit with a nuanced effect on skill development. As nursing education continues to adapt to the digital era, integration of game-thinking strategies could serve as a valuable method for creating engaging and effective learning experiences for nursing students.

Indexed as

Education, NursingProblem-Based LearningVideo GamesHumansStudents, NursingDigital media for learningGame-based learningGame-thinkingGamificationHigher educationNursingSerious gamesVideo Games

Identifiers

PMID39881301
PMCPMC11776282

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.