Gamified clinical skill learning produces a large positive effect on knowledge acquisition in undergraduate nursing students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i3 Meta-analysis of 17 RCTs (n=1,505) shows gamified learning significantly improves knowledge acquisition over traditional teaching (SMD=0.81, 95% CI [0.55, 1.07]). → Chen W.-L. 2026

Evidence¶

Chen W.-L. 2026¶

Chen W.-L., Winitchayothin S., Cheng C.-H., Tonapa S.I., Chou F.-H., & Zimmerman P.-A. (2026). A systematic review and meta-analysis of the effect of gamified clinical skill learning on learning outcomes in undergraduate nursing education. The Journal of Nursing Research. https://doi.org/10.1097/jnr.0000000000000772

q4 · i3 · quant-synthesis · r3

Random-effects meta-analysis of 17 randomized controlled trials in undergraduate nursing education pooling 1,505 students. The review reports a large pooled effect, SMD = 0.81, described as "a pooled standardized mean difference of 0.81 (95% CI [0.55, 1.07], p<.001)". GRADE certainty was moderate.

"A meta-analysis of 17 studies comprising 1,505 students was conducted to examine the effects of gamified clinical skill learning on knowledge acquisition. The random-effects model revealed a pooled standardized mean difference of 0.81 (95% CI [0.55, 1.07], p<.001)"

Discussion¶

Related Claims¶

• Gamified clinical skill learning produces the largest effects on skill performance, with very high between-study heterogeneity — related
• Standalone serious games show large, relatively consistent effects on knowledge acquisition compared with other gamification categories — a narrower finding that bears on this claim
• Gamified clinical skill learning moderately improves student attitudes toward learning, based on a small evidence base — related
• Gamified simulation-based learning shows a large knowledge effect but with substantial heterogeneity — a narrower finding that bears on this claim
• Gamified flipped classroom/animation knowledge effects are inconclusive due to few studies and extreme heterogeneity — a narrower finding that bears on this claim
• Gamified web and mobile learning show moderate knowledge effects with greater variability than serious games — a narrower finding that bears on this claim