Exploring the experiences of serious games in learning from the perspective of undergraduate nursing students: a qualitative systematic review and meta-synthesis
- 1School of Nursing, Chengdu University of Traditional Chinese Medicine
- 2Sichuan Nursing Vocational College
- 3Operating Room, Department of Anesthesiology, West China Hospital, Sichuan University
Abstract
Background: Serious games are increasingly used in nursing education to boost undergraduates’ motivation. Despite their potential to integrate cognitive, psychomotor, and affective learning, students’ actual experiences and expectations remain underexplored. Understanding their perspectives is key to deepening learning and sustain engagement and development.
Objectives: This study explored undergraduate nursing students’ learning experiences and perceptions of serious games, with particular attention to their learning experiences, perceived gains and the challenges encountered.
Methods: We systematically searched nine databases, including PubMed, Web of Science, Embase, Cochrane Library, Scopus, CINAHL, PsycINFO, SinoMed and China National Knowledge Infrastructure (CNKI) from their inception to September 15, 2026 for qualitative evidence on undergraduate nursing students’ serious game experiences, using relevant search terms. Two independent reviewers assessed methodological quality via CASP, synthesized data thematically, and evaluated confidence in the findings using GRADE-CERQual.
Results: A total of 13 studies were included, 4 overarching themes emerged. Among them, the overarching themes were: favorable environment-supportive technical infrastructure, internal gains-intertwined cognitive and affective gains, external advancement-perceived clinical competence development, and practical appeals-existing deficiencies and targeted optimization approaches. Serious games offer systematic pedagogical benefits via technical infrastructure support, cognitive–affective synergy, clinical competence enhancement, and continuous optimization pathways within an immersive safe environment.
Conclusion: Students regarded serious games as a complementary learning strategy that supported their cognitive, affective, and practical development. However, limitations persist in scenario diversity, affective support, and feedback design. Future research should address scenario library and feedback system constraints to better align serious games with complex clinical decision-making training.
Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD420261380457 ; identifier CRD420261380457.
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BibTeX
@article{he2026exploring,
title = {{Exploring the experiences of serious games in learning from the perspective of undergraduate nursing students: a qualitative systematic review and meta-synthesis}},
author = {Jing He and Xiaoli Deng and Yang Li and Dongmei Yao and Jun Cao and Hongyan Wang and Xiangeng Zhang},
journal = {Frontiers in Public Health},
year = {2026},
month = nov,
doi = {10.3389/fpubh.2026.1977996},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1977996/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Exploring the experiences of serious games in learning from the perspective of undergraduate nursing students: a qualitative systematic review and meta-synthesis
AU - Jing He
AU - Xiaoli Deng
AU - Yang Li
AU - Dongmei Yao
AU - Jun Cao
AU - Hongyan Wang
AU - Xiangeng Zhang
PY - 2026
DA - 2026/11/04
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1977996
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1977996/full
AB - Background: Serious games are increasingly used in nursing education to boost undergraduates’ motivation. Despite their potential to integrate cognitive, psychomotor, and affective learning, students’ actual experiences and expectations remain underexplored. Understanding their perspectives is key to deepening learning and sustain engagement and development. Objectives: This study explored undergraduate nursing students’ learning experiences and perceptions of serious games, with particular attention to their learning experiences, perceived gains and the challenges encountered. Methods: We systematically searched nine databases, including PubMed, Web of Science, Embase, Cochrane Library, Scopus, CINAHL, PsycINFO, SinoMed and China National Knowledge Infrastructure (CNKI) from their inception to September 15, 2026 for qualitative evidence on undergraduate nursing students’ serious game experiences, using relevant search terms. Two independent reviewers assessed methodological quality via CASP, synthesized data thematically, and evaluated confidence in the findings using GRADE-CERQual. Results: A total of 13 studies were included, 4 overarching themes emerged. Among them, the overarching themes were: favorable environment-supportive technical infrastructure, internal gains-intertwined cognitive and affective gains, external advancement-perceived clinical competence development, and practical appeals-existing deficiencies and targeted optimization approaches. Serious games offer systematic pedagogical benefits via technical infrastructure support, cognitive–affective synergy, clinical competence enhancement, and continuous optimization pathways within an immersive safe environment. Conclusion: Students regarded serious games as a complementary learning strategy that supported their cognitive, affective, and practical development. However, limitations persist in scenario diversity, affective support, and feedback design. Future research should address scenario library and feedback system constraints to better align serious games with complex clinical decision-making training. Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD420261380457 ; identifier CRD420261380457.
SN - 2296-2565
ER -