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

Abstract

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.