TY - JOUR
T1 - Gamification in nursing education
T2 - An integrative literature review
AU - Malicki, Angela
AU - Vergara, Franz Henryk
AU - Van de Castle, Barbara
AU - Goyeneche, Paola
AU - Mann, Stefanie
AU - Scott, Margo Preston
AU - Seiler, Julie
AU - Meneses, Marjone Zapanta
AU - Whalen, Madeleine
N1 - Publisher Copyright:
© 2020, Slack Incorporated. All rights reserved.
PY - 2020/11
Y1 - 2020/11
N2 - The objective of this literature review and evaluation project was to determine what evidence exists on the use of interactive digital learning and gamification for adult learners in nursing, for the purpose of guiding a redesign of our organization’s online clinical education courses. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used in the literature search, with the critical analysis and leveling of evidence. After determining the search terms, four electronic databases (PubMed, CINAHL, ERIC, and Cochrane) were searched with the guidance of a medical librarian. Eight reviewers participated, and an evidence-based practice specialist served as auditor. Twenty-three articles were included in the review, which revealed overall support for the gamification process with specific findings about optimizing the process. The review further suggested that interactive digital learning in the form of games, gamification, or scenario-based learning has a positive effect on learner engagement and satisfaction; however, none of the studies were able to quantify objective data about knowledge retention. Further research is needed to test different modalities that improve both learner engagement and knowledge retention.
AB - The objective of this literature review and evaluation project was to determine what evidence exists on the use of interactive digital learning and gamification for adult learners in nursing, for the purpose of guiding a redesign of our organization’s online clinical education courses. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used in the literature search, with the critical analysis and leveling of evidence. After determining the search terms, four electronic databases (PubMed, CINAHL, ERIC, and Cochrane) were searched with the guidance of a medical librarian. Eight reviewers participated, and an evidence-based practice specialist served as auditor. Twenty-three articles were included in the review, which revealed overall support for the gamification process with specific findings about optimizing the process. The review further suggested that interactive digital learning in the form of games, gamification, or scenario-based learning has a positive effect on learner engagement and satisfaction; however, none of the studies were able to quantify objective data about knowledge retention. Further research is needed to test different modalities that improve both learner engagement and knowledge retention.
UR - http://www.scopus.com/inward/record.url?scp=85094858668&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85094858668&partnerID=8YFLogxK
U2 - 10.3928/00220124-20201014-07
DO - 10.3928/00220124-20201014-07
M3 - Article
C2 - 33104811
AN - SCOPUS:85094858668
SN - 0022-0124
VL - 51
SP - 509
EP - 515
JO - Journal of continuing education in nursing
JF - Journal of continuing education in nursing
IS - 11
ER -