Gamified clinical skill learning produces the largest effects on skill performance, with very high between-study heterogeneity¶

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 10 RCTs (n=856) shows gamified learning significantly improves skill performance (SMD=1.64, 95% CI [0.96, 2.32]), the largest effect among the outcome domains. → 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 10 randomized controlled trials pooling 856 undergraduate nursing students. The review reports a very large pooled effect, SMD = 1.64, quoting "a standardized mean difference of 1.64 (95% CI [0.96, 2.32], p<.001)"; heterogeneity was very high (I2=95%).

"A meta-analysis of 10 studies comprising 856 students was used to assess the impact of gamified learning on skill performance. The pooled analysis demonstrated a large effect size with a standardized mean difference of 1.64 (95% CI [0.96, 2.32], p<.001)."

Discussion¶

Related Claims¶

• Gamified clinical skill learning produces a large positive effect on knowledge acquisition in undergraduate nursing students — related
• Gamified clinical skill learning moderately improves student attitudes toward learning, based on a small evidence base — related
• Gamified flipped classroom/animation knowledge effects are inconclusive due to few studies and extreme heterogeneity — related
• Gamified simulation-based learning shows a large knowledge effect but with substantial heterogeneity — related
• Gamified web and mobile learning show moderate knowledge effects with greater variability than serious games — related
• Standalone serious games show large, relatively consistent effects on knowledge acquisition compared with other gamification categories — related
• Structured clinical performance shows the largest pooled signal (SMD 3.39) but rests on a very small evidence base — related
• IVR simulation does not significantly improve nursing students' skill performance — related