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Research Trends on Digital Games and Gamification in Nursing Education

Year 2022, Volume: 10 Issue: 20, 734 - 750, 21.12.2022
https://doi.org/10.18009/jcer.1175412

Abstract

This study aimed to examine the trends of digital games and gamification in nursing education. The document analysis method was carried out by adapting the PRISMA for the bibliometric analysis. 20 articles published on digital games and gamification in nursing education were analyzed. Bibliometric analysis of the metadata of the articles was performed with the Biblioshiny. It is noteworthy that the articles published on digital games and gamification in nursing education have been published mainly in recent years with collaborative work. In the articles, quantitative, qualitative, and mixed design research methods were carried out in different studies. The most related words analysis in the summary section of the publications shows that students, game, and nursing are the most related words. We can conclude that game-based learning and gamification are effective in students' active participation in the course, increasing their satisfaction levels, providing motivation, and teaching skills in nursing education.

References

  • Alonso, A. I. L., Martínez, M. E. F., Presa, C. L., Casares, A. M. V., & González, M. P. C. (2018). Experimental classroom games: a didactic tool in palliative care. Revista Da Escola de Enfermagem Da USP, 52. https://doi.org/10.1590/s1980-220x2017007703310
  • Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975.
  • Bayram, S. B., & Caliskan, N. (2019). Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial. Nurse Education Today, 79, 25–31. https://doi.org/10.1016/j.nedt.2019.05.010
  • Blanié, A., Amorim, M.-A., & Benhamou, D. (2020). Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-1939-6
  • Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96–100.
  • Buijs-Spanjers, K. R., Harmsen, A., Hegge, H. H., Spook, J. E., de Rooij, S. E., & Jaarsma, D. A. D. C. (2020). The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02210-5
  • Castro, M.-J., López, M., Cao, M.-J., Fernández-Castro, M., García, S., Frutos, M., & Jiménez, J.-M. (2019). Impact of educational games on academic outcomes of students in the Degree in Nursing. PLOS ONE, 14(7), e0220388.
  • Chang, C.-Y., Chung, M.-H., & Yang, J. C. (2022). Facilitating nursing students’ skill training in distance education via online game-based learning with the watch-summarize-question approach during the COVID-19 pandemic: A quasi-experimental study. Nurse Education Today, 109, 105256. https://doi.org/10.1016/j.nedt.2021.105256
  • Chen, A. M. H., Kiersma, M. E., Yehle, K. S., & Plake, K. S. (2015). Impact of the geriatric medication game on nursing students’ empathy and attitudes toward older adults. Nurse Education Today, 35(1), 38–43. https://doi.org/10.1016/j.nedt.2014.05.005
  • Chow, M. C. M., Hung, M. S. Y., Chu, J. W. K., & Lam, S. K. K. (2022). Factors affecting nursing students’ intention to use a 3D game to learn field triage skills: a structural equation modelling analysis. BMC Nursing, 21(1).
  • El Machtani El Idrissi, W., Chemsi, G., El Kababi, K., & Radid, M. (2022). The impact of serious game on the nursing students’ learning, behavioral engagement, and motivation. International Journal of Emerging Technologies in Learning (IJET), 17(01), 18–35. https://doi.org/10.3991/ijet.v17i01.26857
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809–1831.
  • Elmas, O., Kete, S., Hizlisoy, S., & Kumral, H. (2015). Teknolojik cihaz kullanım alışkanlıklarının okul başarısı üzerine etkisi [Effects of usage habits of technological devices to school success]. Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi, 6(2), 49–54. https://doi.org/10.22312/sbed.44271
  • Farsi, Z., Yazdani, M., Butler, S., Nezamzadeh, M., & Mirlashari, J. (2021). Comparative effectiveness of simulation versus serious game for training nursing students in cardiopulmonary resuscitation: A randomized control trial. International Journal of Computer Games Technology, 2021, 1–12. https://doi.org/10.1155/2021/6695077
  • Fonseca, L. M. M., Aredes, N. D. A., Dias, D. M. V., Scochi, C. G. S., Martins, J. C. A., & Rodrigues, M. A. (2015). Serious game e-Baby: nursing students’ perception on learning about preterm newborn clinical assessment. Revista Brasileira de Enfermagem, 68(1), 13–19. https://doi.org/10.1590/0034-7167.2015680102p
  • García-Viola, A., Garrido-Molina, J. M., Márquez-Hernández, V. V., Granados-Gámez, G., Aguilera-Manrique, G., & Gutiérrez-Puertas, L. (2019). The influence of gamification on decision making in nursing students. Journal of Nursing Education, 58(12), 718–722.
  • Garnett, T., & Button, D. (2018). The use of digital badges by undergraduate nursing students: A three-year study. Nurse Education in Practice, 32, 1–8.
  • Gu, R., Wang, J., Zhang, Y., Li, Q., Wang, S., Sun, T., & Wei, L. (2022). Effectiveness of a game-based mobile application in educating nursing students on flushing and locking venous catheters with pre-filled saline syringes: A randomized controlled trial. Nurse Education in Practice, 58, 103260. https://doi.org/10.1016/j.nepr.2021.103260
  • Habes, E. V., Jepma, P., Parlevliet, J. L., Bakker, A., & Buurman, B. M. (2020). Video-based tools to enhance nurses’ geriatric knowledge: A development and pilot study. Nurse Education Today, 90, 104425. https://doi.org/10.1016/j.nedt.2020.104425
  • Johnsen, H. M., Briseid, H. S., Brodtkorb, K., Slettebø, Å., & Fossum, M. (2021). Nursing students’ perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. Nurse Education Today, 97, 104675. https://doi.org/10.1016/j.nedt.2020.104675
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer
  • Kayyali, R., Wells, J., Rahmtullah, N., Tahsin, A., Gafoor, A., Harrap, N., & Nabhani-Gebara, S. (2021). Development and evaluation of a serious game to support learning among pharmacy and nursing students. Currents in Pharmacy Teaching and Learning, 13(8), 998–1009. https://doi.org/10.1016/j.cptl.2021.06.023
  • Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi [Document analysis as a qualitative data analysis method]. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170–189. https://dergipark.org.tr/tr/pub/susbid/issue/54983/727462
  • Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis. Educational Research Review, 28, 100282.
  • Min, A., Min, H., & Kim, S. (2022). Effectiveness of serious games in nurse education: A systematic review. Nurse Education Today, 108, 105178.
  • Mitchell, G., Leonard, L., Carter, G., Santin, O., & Brown Wilson, C. (2021). Evaluation of a “serious game” on nursing student knowledge and uptake of influenza vaccination. PLOS ONE, 16(1), e0245389. https://doi.org/10.1371/journal.pone.0245389
  • Moher, D. (2009). Preferred Reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264.
  • Paim, C. P. P., & Goldmeier, S. (2017). Development of an educational game to set up surgical instruments on the mayo stand or back table: Applied research in production technology. JMIR Serious Games, 5(1), e1. https://doi.org/10.2196/games.6048
  • Rodríguez-Ferrer, J. M., Manzano-León, A., Cangas, A. J., Aguilar-Parra, J. M., Fernández-Jiménez, C., Fernández-Campoy, J. M., Luque de la Rosa, A., & Martínez-Martínez, A. M. (2022). Acquisition of learning and empathy towards patients in nursing students through online escape room: An exploratory qualitative study. Psychology Research and Behavior Management, 15, 103–110. https://doi.org/10.2147/prbm.s344815
  • Roman, P., Rodriguez-Arrastia, M., Molina-Torres, G., Márquez-Hernández, V. V., Gutiérrez-Puertas, L., & Ropero-Padilla, C. (2019). The escape room as evaluation method: A qualitative study of nursing students’ experiences. Medical Teacher, 42(4), 403–410.
  • Royse, M. A., & Newton, S. E. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives, 28(5), 263–267.
  • Sáiz-Manzanares, M. C., Martin, C. F., Alonso-Martínez, L., & Almeida, L. S. (2021). Usefulness of digital game-based learning in nursing and occupational therapy degrees: A comparative study at the university of burgos. International Journal of Environmental Research and Public Health, 18(22), 11757. https://doi.org/10.3390/ijerph182211757
  • San Martín-Rodríguez, L., Escalada-Hernández, P., & Soto-Ruiz, N. (2020). A themed game to learn about nursing theories and models: A descriptive study. Nurse Education in Practice, 49, 102905. https://doi.org/10.1016/j.nepr.2020.102905
  • Şimşek, A., Özdamar, N., Becit, G., Kılıçer, K., Akbulut, Y., & Yıldırım, Y. (2008). Türkiye’deki eğitim teknolojisi araştirmalarinda güncel eğilimler [Trends in educational technology research in Turkey]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19, 439–458.
  • Sözbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey. In Science education research and practice in Europe (pp. 341–374). https://doi.org/10.1007/978-94-6091-900-8_14
  • Verkuyl, M., Lapum, J. L., Hughes, M., McCulloch, T., Liu, L., Mastrilli, P., Romaniuk, D., & Betts, L. (2018). Virtual gaming simulation: Exploring self-debriefing, virtual debriefing, and in-person debriefing. Clinical Simulation in Nursing, 20, 7–14. https://doi.org/10.1016/j.ecns.2018.04.006
  • White, M., & Shellenbarger, T. (2018). Gamification of nursing education with digital badges. Nurse Educator, 43(2), 78–82. https://doi.org/10.1097/nne.0000000000000434
  • Wingo, N. P., Roche, C. C., Baker, N., Dunn, D., Jennings, M., Pair, L., Somerall, D., Somerall, W. E., White, T., & Willig, J. H. (2019). “Playing for bragging rights”: A qualitative study of students’ perceptions of gamification. Journal of Nursing Education, 58(2), 79–85. https://doi.org/10.3928/01484834-20190122-04

Research Trends on Digital Games and Gamification in Nursing Education

Year 2022, Volume: 10 Issue: 20, 734 - 750, 21.12.2022
https://doi.org/10.18009/jcer.1175412

Abstract

This study aimed to examine the trends of digital games and gamification in nursing education. The document analysis method was carried out by adapting the PRISMA for the bibliometric analysis. 20 articles published on digital games and gamification in nursing education were analyzed. Bibliometric analysis of the metadata of the articles was performed with the Biblioshiny. It is noteworthy that the articles published on digital games and gamification in nursing education have been published mainly in recent years with collaborative work. In the articles, quantitative, qualitative, and mixed design research methods were carried out in different studies. The most related words analysis in the summary section of the publications shows that students, game, and nursing are the most related words. We can conclude that game-based learning and gamification are effective in students' active participation in the course, increasing their satisfaction levels, providing motivation, and teaching skills in nursing education.

References

  • Alonso, A. I. L., Martínez, M. E. F., Presa, C. L., Casares, A. M. V., & González, M. P. C. (2018). Experimental classroom games: a didactic tool in palliative care. Revista Da Escola de Enfermagem Da USP, 52. https://doi.org/10.1590/s1980-220x2017007703310
  • Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975.
  • Bayram, S. B., & Caliskan, N. (2019). Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial. Nurse Education Today, 79, 25–31. https://doi.org/10.1016/j.nedt.2019.05.010
  • Blanié, A., Amorim, M.-A., & Benhamou, D. (2020). Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-1939-6
  • Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96–100.
  • Buijs-Spanjers, K. R., Harmsen, A., Hegge, H. H., Spook, J. E., de Rooij, S. E., & Jaarsma, D. A. D. C. (2020). The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02210-5
  • Castro, M.-J., López, M., Cao, M.-J., Fernández-Castro, M., García, S., Frutos, M., & Jiménez, J.-M. (2019). Impact of educational games on academic outcomes of students in the Degree in Nursing. PLOS ONE, 14(7), e0220388.
  • Chang, C.-Y., Chung, M.-H., & Yang, J. C. (2022). Facilitating nursing students’ skill training in distance education via online game-based learning with the watch-summarize-question approach during the COVID-19 pandemic: A quasi-experimental study. Nurse Education Today, 109, 105256. https://doi.org/10.1016/j.nedt.2021.105256
  • Chen, A. M. H., Kiersma, M. E., Yehle, K. S., & Plake, K. S. (2015). Impact of the geriatric medication game on nursing students’ empathy and attitudes toward older adults. Nurse Education Today, 35(1), 38–43. https://doi.org/10.1016/j.nedt.2014.05.005
  • Chow, M. C. M., Hung, M. S. Y., Chu, J. W. K., & Lam, S. K. K. (2022). Factors affecting nursing students’ intention to use a 3D game to learn field triage skills: a structural equation modelling analysis. BMC Nursing, 21(1).
  • El Machtani El Idrissi, W., Chemsi, G., El Kababi, K., & Radid, M. (2022). The impact of serious game on the nursing students’ learning, behavioral engagement, and motivation. International Journal of Emerging Technologies in Learning (IJET), 17(01), 18–35. https://doi.org/10.3991/ijet.v17i01.26857
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809–1831.
  • Elmas, O., Kete, S., Hizlisoy, S., & Kumral, H. (2015). Teknolojik cihaz kullanım alışkanlıklarının okul başarısı üzerine etkisi [Effects of usage habits of technological devices to school success]. Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi, 6(2), 49–54. https://doi.org/10.22312/sbed.44271
  • Farsi, Z., Yazdani, M., Butler, S., Nezamzadeh, M., & Mirlashari, J. (2021). Comparative effectiveness of simulation versus serious game for training nursing students in cardiopulmonary resuscitation: A randomized control trial. International Journal of Computer Games Technology, 2021, 1–12. https://doi.org/10.1155/2021/6695077
  • Fonseca, L. M. M., Aredes, N. D. A., Dias, D. M. V., Scochi, C. G. S., Martins, J. C. A., & Rodrigues, M. A. (2015). Serious game e-Baby: nursing students’ perception on learning about preterm newborn clinical assessment. Revista Brasileira de Enfermagem, 68(1), 13–19. https://doi.org/10.1590/0034-7167.2015680102p
  • García-Viola, A., Garrido-Molina, J. M., Márquez-Hernández, V. V., Granados-Gámez, G., Aguilera-Manrique, G., & Gutiérrez-Puertas, L. (2019). The influence of gamification on decision making in nursing students. Journal of Nursing Education, 58(12), 718–722.
  • Garnett, T., & Button, D. (2018). The use of digital badges by undergraduate nursing students: A three-year study. Nurse Education in Practice, 32, 1–8.
  • Gu, R., Wang, J., Zhang, Y., Li, Q., Wang, S., Sun, T., & Wei, L. (2022). Effectiveness of a game-based mobile application in educating nursing students on flushing and locking venous catheters with pre-filled saline syringes: A randomized controlled trial. Nurse Education in Practice, 58, 103260. https://doi.org/10.1016/j.nepr.2021.103260
  • Habes, E. V., Jepma, P., Parlevliet, J. L., Bakker, A., & Buurman, B. M. (2020). Video-based tools to enhance nurses’ geriatric knowledge: A development and pilot study. Nurse Education Today, 90, 104425. https://doi.org/10.1016/j.nedt.2020.104425
  • Johnsen, H. M., Briseid, H. S., Brodtkorb, K., Slettebø, Å., & Fossum, M. (2021). Nursing students’ perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. Nurse Education Today, 97, 104675. https://doi.org/10.1016/j.nedt.2020.104675
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer
  • Kayyali, R., Wells, J., Rahmtullah, N., Tahsin, A., Gafoor, A., Harrap, N., & Nabhani-Gebara, S. (2021). Development and evaluation of a serious game to support learning among pharmacy and nursing students. Currents in Pharmacy Teaching and Learning, 13(8), 998–1009. https://doi.org/10.1016/j.cptl.2021.06.023
  • Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi [Document analysis as a qualitative data analysis method]. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170–189. https://dergipark.org.tr/tr/pub/susbid/issue/54983/727462
  • Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis. Educational Research Review, 28, 100282.
  • Min, A., Min, H., & Kim, S. (2022). Effectiveness of serious games in nurse education: A systematic review. Nurse Education Today, 108, 105178.
  • Mitchell, G., Leonard, L., Carter, G., Santin, O., & Brown Wilson, C. (2021). Evaluation of a “serious game” on nursing student knowledge and uptake of influenza vaccination. PLOS ONE, 16(1), e0245389. https://doi.org/10.1371/journal.pone.0245389
  • Moher, D. (2009). Preferred Reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264.
  • Paim, C. P. P., & Goldmeier, S. (2017). Development of an educational game to set up surgical instruments on the mayo stand or back table: Applied research in production technology. JMIR Serious Games, 5(1), e1. https://doi.org/10.2196/games.6048
  • Rodríguez-Ferrer, J. M., Manzano-León, A., Cangas, A. J., Aguilar-Parra, J. M., Fernández-Jiménez, C., Fernández-Campoy, J. M., Luque de la Rosa, A., & Martínez-Martínez, A. M. (2022). Acquisition of learning and empathy towards patients in nursing students through online escape room: An exploratory qualitative study. Psychology Research and Behavior Management, 15, 103–110. https://doi.org/10.2147/prbm.s344815
  • Roman, P., Rodriguez-Arrastia, M., Molina-Torres, G., Márquez-Hernández, V. V., Gutiérrez-Puertas, L., & Ropero-Padilla, C. (2019). The escape room as evaluation method: A qualitative study of nursing students’ experiences. Medical Teacher, 42(4), 403–410.
  • Royse, M. A., & Newton, S. E. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives, 28(5), 263–267.
  • Sáiz-Manzanares, M. C., Martin, C. F., Alonso-Martínez, L., & Almeida, L. S. (2021). Usefulness of digital game-based learning in nursing and occupational therapy degrees: A comparative study at the university of burgos. International Journal of Environmental Research and Public Health, 18(22), 11757. https://doi.org/10.3390/ijerph182211757
  • San Martín-Rodríguez, L., Escalada-Hernández, P., & Soto-Ruiz, N. (2020). A themed game to learn about nursing theories and models: A descriptive study. Nurse Education in Practice, 49, 102905. https://doi.org/10.1016/j.nepr.2020.102905
  • Şimşek, A., Özdamar, N., Becit, G., Kılıçer, K., Akbulut, Y., & Yıldırım, Y. (2008). Türkiye’deki eğitim teknolojisi araştirmalarinda güncel eğilimler [Trends in educational technology research in Turkey]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19, 439–458.
  • Sözbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey. In Science education research and practice in Europe (pp. 341–374). https://doi.org/10.1007/978-94-6091-900-8_14
  • Verkuyl, M., Lapum, J. L., Hughes, M., McCulloch, T., Liu, L., Mastrilli, P., Romaniuk, D., & Betts, L. (2018). Virtual gaming simulation: Exploring self-debriefing, virtual debriefing, and in-person debriefing. Clinical Simulation in Nursing, 20, 7–14. https://doi.org/10.1016/j.ecns.2018.04.006
  • White, M., & Shellenbarger, T. (2018). Gamification of nursing education with digital badges. Nurse Educator, 43(2), 78–82. https://doi.org/10.1097/nne.0000000000000434
  • Wingo, N. P., Roche, C. C., Baker, N., Dunn, D., Jennings, M., Pair, L., Somerall, D., Somerall, W. E., White, T., & Willig, J. H. (2019). “Playing for bragging rights”: A qualitative study of students’ perceptions of gamification. Journal of Nursing Education, 58(2), 79–85. https://doi.org/10.3928/01484834-20190122-04
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Sevinç Meşe 0000-0003-4635-9169

Can Meşe 0000-0002-9759-7055

Early Pub Date December 18, 2022
Publication Date December 21, 2022
Submission Date September 14, 2022
Acceptance Date December 16, 2022
Published in Issue Year 2022 Volume: 10 Issue: 20

Cite

APA Meşe, S., & Meşe, C. (2022). Research Trends on Digital Games and Gamification in Nursing Education. Journal of Computer and Education Research, 10(20), 734-750. https://doi.org/10.18009/jcer.1175412

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