The usefulness and effectiveness of game-based learning when revising and preparing for written exams in nursing education: A feasibility study

TL;DR

This study explores how game-based learning can help nursing students prepare for exams by making revision more engaging and effective.

Contribution

The study evaluates the feasibility of using game-based learning in nursing education for exam preparation.

Findings

Game-based learning increased knowledge retention and final grades among nursing students.

Most students found the activity useful for identifying areas needing further revision.

The activity was well-accepted but larger studies are needed to confirm its long-term effectiveness.

Abstract

Studying for final exams is often regarded as difficult for nursing students, therefore, activities using game-based learning methods may increase student satisfaction. Therefore, this study aimed to understand the feasibility of a game-based learning activity on nursing students’ learning and revision processes. A one-group pre and post-questionnaire design was undertaken to evaluate the effectiveness of a game-based learning activity. All nursing students found the game-based learning activity valuable when preparing for written exams. The learning activity increased the levels of knowledge retention and the final grades. Although two students found the activity somewhat distracting, most students believed that game-based learning should be embedded into the nursing curriculum. The game-based learning activity was well-accepted when revising for written exams in nursing. However, research at a larger scale is required to confirm the effectiveness of the activity on students’ knowledge, grades and long-term retention.

Nursing students often find preparing for written exams difficult and stressful. Therefore, we explored if using a game elements in learning activities could make revision more engaging and effective in nursing undergraduate students. Second-year nursing students were invited to take part in a competitive and engaging quiz delivered through Kahoot!, which included questions similar to those in their upcoming exam. The quiz focused on long-term conditions and knowledge was assessed before and after the game-based activity. Student’s views and experiences during the activity were also collected. The results showed that students enjoyed the session, found it useful for identifying areas needing further revision, and valued the opportunity to discuss questions and answers with lecturers. Most participants felt the activity improved their confidence and supported exam preparation, though a few reported that the competitive and time-limited format was distracting. Overall, the study suggests that game-based learning may help students revise in a more interactive and enjoyable way, though larger studies are needed to confirm these findings.

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