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Seo YK, Kang CM, Kim KH, Jeong IS. Effects of gamification on academic motivation and confidence of undergraduate nursing students: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 143:106388. [PMID: 39303410 DOI: 10.1016/j.nedt.2024.106388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2024] [Revised: 08/21/2024] [Accepted: 09/01/2024] [Indexed: 09/22/2024]
Abstract
OBJECTIVES This review aimed to evaluate the effects of gamification on academic motivation and confidence among undergraduate nursing students and identify the game design elements contributing to these effects. DESIGN Systematic review and meta-analysis. DATA SOURCES Comprehensive systematic searches were conducted to retrieve randomized controlled trials (RCTs) and quasi-experimental studies (QES) with control groups published in English and Korean from inception to January 31, 2024, using PubMed, Embase, CINAHL Plus, ERIC, ProQuest Central, Cochrane Library, and RISS. REVIEW METHODS Eligible studies, including grey literature, were selected. The quality of the selected studies was evaluated using the Joanna Briggs Institute Critical Tool. Meta-analyses based on a random-effects model were conducted to estimate the standardized pooled effects (SMD). Subgroup analyses were conducted to identify the effect size moderators and game design elements that contributed to the effect size. The grading of recommendations, assessment, development, and evaluation approach (GRADE) was used to evaluate the certainty of evidence. RESULTS A total of 22 studies were selected for the systematic review, and 18 studies were included in the meta-analysis. The SMD for academic motivation (SMD of RCTs = 0.86, 95 % CI [0.27, 1.45]; SMD of QES = 1.22, 95 % CI [0.17, 2.26]) and confidence (SMD of RCTs = 1.11, 95 % CI [0.54, 1.68]; SMD of QES = 0.79, 95 % CI [0.40, 1.19]) revealed moderate-to-large effects. The subgroup analysis revealed significant differences in effect sizes across academic years, measurement scales, study areas, study quality, game duration, and game design elements. GRADE assessments for academic motivation and confidence were rated as moderate and low, respectively. CONCLUSION This review provides convincing evidence for the positive effects of gamification interventions on academic motivation and confidence among undergraduate nursing students. However, the limited number of RCTs and moderate-to-low certainty of the evidence underscore the need for additional research.
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Affiliation(s)
- Young K Seo
- College of Nursing, Pusan National University, 49 Busandaehak-ro Mulgeum-eup, Yangsan-si, Gyeongsangnam-do, Republic of Korea.
| | - Chan M Kang
- Department of Nursing Science, Division of Helath Science, Dongseo University, 47 jurye-ro, Sasang-gu, Busan 47011, Republic of Korea.
| | - Kun H Kim
- School of Korean Medicine, Pusan National University, Yangsan, South Korea.
| | - Ihn S Jeong
- College of Nursing, Pusan National University, 49 Busandaehak-ro Mulgeum-eup, Yangsan-si, Gyeongsangnam-do, Republic of Korea.
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Wang L, Zhao Q, Dong L, Zhao H, Qin L, Deng T, Huang H, Li M, Wu X, Liu J. The effectiveness of serious games on undergraduate nursing students' knowledge and skills: A systematic review and meta-analysis. Nurse Educ Pract 2024; 80:104102. [PMID: 39180808 DOI: 10.1016/j.nepr.2024.104102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2024] [Revised: 08/01/2024] [Accepted: 08/14/2024] [Indexed: 08/27/2024]
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.
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Affiliation(s)
- Liang Wang
- Health Management Centre, the Third Xiangya Hospital of Central South University, Changsha, China; Xiangya Nursing School, Central South University, Changsha, China.
| | - Qin Zhao
- Health Management Centre, the Third Xiangya Hospital of Central South University, Changsha, China; Xiangya Nursing School, Central South University, Changsha, China.
| | - Lei Dong
- Xiangya Nursing School, Central South University, Changsha, China.
| | - Hongyu Zhao
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Lizhi Qin
- The Second Xiangya Hospital of Central South University, Changsha, China.
| | - Tingting Deng
- The Second Xiangya Hospital of Central South University, Changsha, China.
| | - Hui Huang
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Miaoya Li
- Xiangya Nursing School, Central South University, Changsha, China.
| | - Xiaoxia Wu
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Jia Liu
- Health Management Centre, the Third Xiangya Hospital of Central South University, Changsha, China.
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Asadzadeh A, Shahrokhi H, Shalchi B, Khamnian Z, Rezaei-Hachesu P. Serious educational games for children: A comprehensive framework. Heliyon 2024; 10:e28108. [PMID: 38533047 PMCID: PMC10963373 DOI: 10.1016/j.heliyon.2024.e28108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2023] [Revised: 01/15/2024] [Accepted: 03/12/2024] [Indexed: 03/28/2024] Open
Abstract
Introduction Serious educational games are digital games designed to support teaching or learning objectives that have become popular among children. However, a set of principles is needed to develop a successful educational game. Therefore, this study aimed to provide a comprehensive and valid framework for designing children's serious educational games. Methods The conceptual framework is developed in two phases. First, a scoping review was conducted in PubMed, Ovid (APA PsycInfo), EMBASE, Scopus, Web of Science, ProQuest, and gray literature on August 1, 2022. Papers in English that reported the serious educational games' principles for children were included. Second, the extracted data from the previous step was reviewed and discussed by the research team to develop the initial framework. Then, it was distributed to 20 experts with relevant knowledge and experience in two rounds to validate and apply their comments within the framework. Results Of the 12916 papers identified, 15 were included in this study. In the proposed framework named CoDHP, the results were classified into four topics, including (a) content aspects, (b) design requirements, (c) highlighted attributes, and (d) children's preferences. Content aspects comprise four classes (goals and limits, child learning content, learning context, and a long-term program) with 16 principles. Design requirements contain 11 classes (stories and storylines, player characters, game mechanics, interactivity, game challenge, game rules, game help, entertaining games, user interface, accessibility, and setting) with 47 principles, of which 15 are highlighted. Regarding children's preferences for the game elements, various similarities and differences were extracted. For instance, both girls and boys prefer fun and popular games. Based on experts' comments, 21 supplementary principles were recommended to complete the content and design requirements. Conclusion Game designers or researchers can use the proposed framework as a formative guide to design successful serious games or evaluate children's digital games.
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Affiliation(s)
- Afsoon Asadzadeh
- Department of Health Information Technology, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
- Working Group of Psychiatry and Psychology Culture-based Knowledge Development, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hassan Shahrokhi
- Road Traffic Injury Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Psychiatry, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Behzad Shalchi
- Department of Psychiatry, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Zhila Khamnian
- Department of Community Medicine, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Peyman Rezaei-Hachesu
- Department of Health Information Technology, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
- Emergency and Trauma Care Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
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Calik A, Cakmak B, Kapucu S, Inkaya B. The effectiveness of serious games designed for infection prevention and promotion of safe behaviors of senior nursing students during the COVID-19 pandemic. Am J Infect Control 2022; 50:1360-1367. [PMID: 35231565 PMCID: PMC8881815 DOI: 10.1016/j.ajic.2022.02.025] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2021] [Revised: 02/12/2022] [Accepted: 02/12/2022] [Indexed: 01/25/2023]
Abstract
BACKGROUND Reminding health care workers, especially senior students, of the critical role they play in preventing COVID-19 transmission is more important than ever, therefore it is vital to reinforce graduate students' intrinsic motivation to implement infection prevention and control guidelines. Serious games are an interesting intervention that could improve adherence to COVID-19 safe behaviors to lower the high prevalence of nosocomial infections. These games, as a type of technology-enhanced simulation, can increase student satisfaction and engagement while still conveying vital ideas. For this reason, this study aimed to develop a serious game and evaluate its effectiveness to prevent the spread of infection and develop safe behaviors during the COVID-19 pandemic. METHODS In total, 62 nursing students completed a socio-demographic questionnaire, COVID-19 information form, and game usability form, with the students' responses analyzed pre-test and post-test. RESULTS Serious game implementation significantly increased senior students' knowledge of infection and safe behaviors concerning COVID-19. The students also considered the practice of serious games an effective teaching strategy. Favorite aspects of the serious game according to students' statements; It was reported as reflecting the real hospital environment, including the nursing care process and roles, being informative, being compatible by phone, and each stage of the game tested a new knowledge. CONCLUSION Employing serious games for nursing skills development is an appropriate teaching method for infection prevention and promotion of safe behaviors among senior nursing students during the COVID-19 pandemic. This game can be obtained free of charge for research and educational purposes.
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Affiliation(s)
- Afra Calik
- University of Hacettepe, Ankara, Turkey,Address correspondence to Afra Calik, MSc, RN, University of Hacettepe, the Faculty of Nursing, Adnan Saygun Street, D-Block, 1. Floor, Samanpazarı, Ankara, Turkey
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Calik A, Kapucu S. The Effect of Serious Games for Nursing Students in Clinical Decision-Making Process: A Pilot Randomized Controlled Trial. Games Health J 2022; 11:30-37. [PMID: 34986013 DOI: 10.1089/g4h.2021.0180] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Background: Serious games (SGs) have been proposed as a type of technology-enhanced simulation that may provide nursing students with an opportunity to practice their clinical reasoning and decision-making skills in a realistic and safe environment. Materials and Methods: The aim of this study is to determine the effect of serious play on nursing students' self-confidence (SC) and anxiety in clinical decision making. The randomized controlled trial evaluated the efficacy of SGs for undergraduate nursing students using pre- and posttests. The study was conducted during nursing students' clinical practice and teaching. All undergraduate nursing students (n = 120) attending internal medicine nursing lesson were approached. Sixty students out of 120 answered the questionnaires at both baseline and follow-up (30 in the experimental group [EG] and 30 in the control group). The students answered the questionnaire after taking the first clinical practice, taking the endocrine course. In the 1 week, the EG played the game and both groups returned to clinical practice. Questionnaire data were collected after clinical application. Results: SC and two subdimensions, using the information in hand to determine the problem, and knowing and taking action, were improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. Anxiety scores between groups were not statistically significant differences. Conclusions: Nursing professional educators can adopt SGs to improve cognitive and attention skills, strengthen judgment, require making time efficient, practice making safe decisions, and encourage the exploration of decision.
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Affiliation(s)
- Afra Calik
- Department of Internal Medicine Nursing, University of Hacettepe, Ankara, Turkey
| | - Sevgisun Kapucu
- Department of Internal Medicine Nursing, University of Hacettepe, Ankara, Turkey
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Wang X, Kou X, Meng X, Yu J. Effects of a virtual reality serious game training program on the cognitive function of people diagnosed with schizophrenia: A randomized controlled trial. Front Psychiatry 2022; 13:952828. [PMID: 35911215 PMCID: PMC9334918 DOI: 10.3389/fpsyt.2022.952828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 06/28/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Cognitive impairment persists through the course of schizophrenia and affects patients' activities of daily living. AIM This study aims to investigate the effects of a virtual reality (VR) serious game training program on the cognitive function of people diagnosed with schizophrenia. MATERIALS AND METHODS Sixty-four eligible people diagnosed with schizophrenia were recruited and randomly assigned to the intervention group (n = 31) and the control group (n = 33). The control group received standard psychiatric care. The intervention group was trained with an additional VR game twice a day for at least 10 days during hospitalization. Cognitive function was measured at enrollment and before discharge using the Brief Cognitive Assessment Tool for Schizophrenia. RESULTS Compared with those of the control group, the results of the working memory (t = 3.463, Cohen's d = 0.87, p = 0.001) and executive function (TMTA: Z = -2.272, Cohen's d = 0.59, p = 0.023; TMTB:Z = -2.365, Cohen's d = 0.62, p = 0.018) of the intervention group after intervention were significantly better. However, there was no significant difference in the results of social cognition (Z = -1.394, Cohen's d = 0.35, p = 0.163) between the two groups. CONCLUSION Intensive active virtual reality serious game training in addition to standard psychiatric care can significantly improve working memory and executive function in people diagnosed with schizophrenia. IMPLICATIONS FOR PRACTICE When helping improve the cognitive function of people diagnosed with schizophrenia, mental health professionals should identify cognitive domains to be enhanced and develop corresponding serious game training strategies.
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Affiliation(s)
- Xu Wang
- West China Hospital, Sichuan University, Chengdu, China.,West China School of Nursing, Sichuan University, Chengdu, China
| | - Xiaomin Kou
- West China Hospital, Sichuan University, Chengdu, China
| | - Xiandong Meng
- West China Hospital, Sichuan University, Chengdu, China
| | - Jianying Yu
- West China Hospital, Sichuan University, Chengdu, China
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