Ata uhi

Frameworks, methods and indicators for evaluating serious games in nursing education: a scoping review

I tiakina i:
I whakaputaina i:Nurse Education in Practice vol. 87 (Aug 2025), p. 104448-104460
Kaituhi matua: Wang, Peiyin
Ētahi atu kaituhi: Liu, Lili, Huang, Qing, Kong, Zhixu, Wu, Yuhe, Tan, Yifen
I whakaputaina:
Elsevier Limited
Ngā marau:
China
Intervention
Students
Databases
Nursing education
Games
Nursing
Competence
Keywords
Nurses
Skills
Medical education
Inclusion
Online instruction
Frame analysis
Objectives
Education
Emotions
Evaluation
Educational systems
Guidelines
Computer Simulation
Evaluation Research
Literature Reviews
Influence of Technology
Addition
Educational Methods
Educational Technology
Nursing Students
Reference Materials
Evidence
Computer Oriented Programs
Competency Based Education
Educational Objectives
Information Seeking
Electronic Learning
Database Management Systems
Definitions
Game Based Learning
Educational Games
Educational Strategies
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Whakarāpopotonga:Aim To identify and confirm the three core elements for evaluating serious games: frameworks, methods and indicators, by integrating the application of serious games in nursing education. Background Serious games have great potential in nursing education. Despite extensive research on evaluating serious games, no widely accepted or standardized evaluation in nursing education. Design The scope review was conducted according to the Joanna Briggs Institute methodology. Methods Nine databases, including Web of Science, PubMed, CINAHL, Embase, Cochrane Library, CNKI, Wanfang, CBM and VIPC Database, were searched for relevant studies from inception to December 2024. Results 28 studies were included in this paper. There are two main theoretical frameworks regarding evaluation: the TURF usability framework and the TAM usability framework. Evaluation methods were categorized based on timing into three main types: pre-intervention, mid-intervention and post-intervention evaluations. The evaluation indicators were grouped into three main types: knowledge objectives, competency objectives and emotional goals, encompassing 18 indicators. Among them, there were three evaluation indicators related to knowledge objectives, 10 evaluation indicators related to competence objectives and five evaluation indicators related to emotional objectives. Conclusions At present, the evaluation of serious games in nursing education requires refinement. A systematic and highly directive evaluation framework is needed. It is imperative to develop a thorough, holistic and dynamic theoretical framework for evaluation based on the educational targets, courses and game types, standardize evaluation tools and techniques and enrich the content of evaluation indicators.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2025.104448
Puna:Sociology Database