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Volume 18, Issue 3 (2025)
JMED 2025, 18(3): 130-144 |
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Kamali M, Mousavi S K. Game-based learning efficiency in nursing education in Iran: a systematic review. JMED 2025; 18 (3) :130-144
URL: http://edujournal.zums.ac.ir/article-1-2458-en.html
URL: http://edujournal.zums.ac.ir/article-1-2458-en.html
1- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran. , mkamalizums@gmail.com
2- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran
2- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran
Abstract: (919 Views)
Background & Objective: Today, most educational researchers agree that the advantage of using games as an enlivening method is notable. The purpose of this study is to gain insight into the significant effects of using games in nursing education in Iran.
Materials & Methods: Our systematic review was conducted according to the Cochrane Collaboration guidelines. We searched multiple databases, including Web of Science (WoS), Medline, ProQuest, Scopus, PubMed, Science Direct, Magiran, Scientific Information Database (SID), and Google Scholar, to identify relevant studies. The primary research strategy involved intervention studies designed to investigate the impact of using game-based learning methods. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram illustrates the process of selecting articles. Additionally, the Modified Medical Education Research Study Quality Instrument (MMERSQI) index was employed to assess the quality of the articles. The Cochrane Risk of Bias Tool (RoB 2) and Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) were used to assess the risk of bias. Also, the study screening process was performed independently by two reviewers.
Results: Nine articles related to game-based learning were extracted. The mean MMERSQI index score of selected articles was 63.22 ± 7.87, which indicated the moderate and acceptable quality of these articles. Except for one article, the rest of the selected articles showed the positive impact of using game-based learning methods on the cognitive, affective, and behavioral domains of learning in participants. Most studies have emphasized the improvement of the cognitive domain compared to the affective and behavioral domains. Also, there is an increase in grades and satisfaction and a decrease in anxiety among participants as a result of using this method.
Conclusion: Decision-making managers should actively develop suitable platforms to encourage the use of games in various forms as a supplementary tool in the teaching process. This approach can have positive effects and offer an engaging and enjoyable method for nursing education.
Materials & Methods: Our systematic review was conducted according to the Cochrane Collaboration guidelines. We searched multiple databases, including Web of Science (WoS), Medline, ProQuest, Scopus, PubMed, Science Direct, Magiran, Scientific Information Database (SID), and Google Scholar, to identify relevant studies. The primary research strategy involved intervention studies designed to investigate the impact of using game-based learning methods. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram illustrates the process of selecting articles. Additionally, the Modified Medical Education Research Study Quality Instrument (MMERSQI) index was employed to assess the quality of the articles. The Cochrane Risk of Bias Tool (RoB 2) and Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) were used to assess the risk of bias. Also, the study screening process was performed independently by two reviewers.
Results: Nine articles related to game-based learning were extracted. The mean MMERSQI index score of selected articles was 63.22 ± 7.87, which indicated the moderate and acceptable quality of these articles. Except for one article, the rest of the selected articles showed the positive impact of using game-based learning methods on the cognitive, affective, and behavioral domains of learning in participants. Most studies have emphasized the improvement of the cognitive domain compared to the affective and behavioral domains. Also, there is an increase in grades and satisfaction and a decrease in anxiety among participants as a result of using this method.
Conclusion: Decision-making managers should actively develop suitable platforms to encourage the use of games in various forms as a supplementary tool in the teaching process. This approach can have positive effects and offer an engaging and enjoyable method for nursing education.
Keywords: experimental game, nursing education research, Iran, systematic review, game-based learning, education
Article Type : Review |
Subject:
Medical Education
Received: 2025/04/12 | Accepted: 2025/08/12 | Published: 2025/10/1
Received: 2025/04/12 | Accepted: 2025/08/12 | Published: 2025/10/1
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