Standalone serious games show large, relatively consistent effects on knowledge acquisition compared with other gamification categories¶

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 In the knowledge subgroup analysis, standalone serious games yielded a large effect (SMD=0.84, 95% CI [0.43, 1.25]) with moderate heterogeneity (I2=61%), the most consistent gamification category. → 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

Subgroup analysis of four RCTs (n=135) of standalone serious games within the knowledge meta-analysis. The review reports a large pooled effect, SMD = 0.84, quoting "a large effect size (SMD=0.84, 95% CI [0.43, 1.25])" with moderate heterogeneity (I2=61%).

"These interventions (four studies, n=135) exhibited a large effect size (SMD=0.84, 95% CI [0.43, 1.25]) with moderate heterogeneity (I 2=61%). The purpose-built educational games used in these studies integrated learning content within immersive narrative and simulation environments."

Discussion¶

Related Claims¶

• Gamified flipped classroom/animation knowledge effects are inconclusive due to few studies and extreme heterogeneity — related
• Gamified clinical skill learning produces a large positive effect on knowledge acquisition in undergraduate nursing students — a broader claim this one bears on
• Gamified clinical skill learning moderately improves student attitudes toward learning, based on a small evidence base — related
• Gamified clinical skill learning produces the largest effects on skill performance, with very high between-study 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
• In the adolescent subgroup network, Functional games had the highest P-score (0.830; SMD 2.568), but rankings differed by age stratum and inconsistency remained significant — related
• Simulation games are effective as a supplement to other instruction but not as standalone instruction, where comparison groups learned slightly more (a difference not statistically significant) — reports the opposite
• In the under-18 primary network, Hybrid TGfU-SE, Nonlinear, and Functional games are the only nodes whose estimates versus Control exclude zero, led by Hybrid TGfU-SE (SMD 1.35) — related