Content area
Background and objectives
Midwifery education requires the integration of thought and practical knowledge and skills. Therefore, new education methods, including gamification based education, might be able to improve midwifery education. The aim of this systematic review was to evaluate the effectiveness of gamification in midwifery education.
Materials and methods
This systematic review was conducted on both observational and experimental (quasi-experimental and randomized controlled trials) published articles in PubMed, SCOPUS, and Web Of Science till March 2024. All articles in English language that evaluated gamification-based education in midwifery or nurse-midwifery education were evaluated.
Results
Of the primary 268 articles, 6 articles (three cross-sectional and three intervention studies) were eligible for review. All studies used serious game method for educating on different aspects of care. Both digital and non-digital games were found to be more effective than traditional education in the reviewed studies. Satisfaction with game based education was lower than traditional method in one study.
Conclusions
Gamification based education can be a promising method for educating midwifery and nurse-midwifery students due to their efficiency in improving students’ knowledge and skills especially in practical fields.
Details
Group Discussion;
Critical Thinking;
Science Education;
Learning Motivation;
Influence of Technology;
Educational Methods;
Researchers;
Database Design;
Educational Technology;
Nursing Students;
Meta Analysis;
Search Strategies;
Knowledge Level;
Information Seeking;
Student Motivation;
Computer Software Reviews;
Science Instruction;
Outcomes of Education;
Obstetrics;
Problem Solving;
Database Management Systems;
Learner Engagement;
Game Based Learning;
Health Sciences
Emergency medical care;
Software;
Students;
Nursing education;
Teaching methods;
Midwifery education;
Health sciences;
Performance evaluation;
Search strategies;
Medicine;
Neonatal care;
Educational objectives;
Science education;
Knowledge;
Decision making;
Quasi-experimental methods;
Gamification;
Systematic review