Kleiton Gonçalves do Nascimento1, Maria Beatriz Guimarães Ferreira1,2, Márcia Marques Dos Santos Felix1, Juliana da Silva Garcia Nascimento3, Suzel Regina Ribeiro Chavaglia4, Maria Helena Barbosa4. 1. Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde, Programa de Pós-Graduação stricto sensu em Atenção à Saúde. Uberaba, Minas Gerais, Brasil. 2. Universidade Federal de Uberlândia (UFU), Faculdade de Medicina, Curso de Graduação em Enfermagem. Uberlândia, Minas Gerais, Brasil. 3. Universidade de São Paulo (USP), Escola de Enfermagem de Ribeirão Preto, Programa de Pós Graduação em Enfermagem Fundamental. Ribeirão Preto, São Paulo, Brasil. 4. Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde. Departamento Didático-Científico de Enfermagem na Assistência Hospitalar. Uberaba, Minas Gerais, Brasil.
Abstract
OBJECTIVE: To identify the effectiveness of the serious game in improving learning outcomes compared to the different teaching strategies used in the education of nursing students. METHOD: Systematic review, conducted from July 2019 to May 2020, at PubMed®, Scopus, CINAHL, Web of Science and LILACS. Studies of experimental and quasi-experimental design were included, with no delimitation of time frame, aimed at nursing students, who approached the use of the serious game as the main teaching strategy compared with other pedagogical methods. RESULTS: Six articles were included, which compared the serious game with traditional and active teaching and learning strategies (expository class, text reading and simulation). The studies were considered of moderate quality, with an average score of 12.83. Nursing students submitted to the serious game showed better learning results. CONCLUSION: The serious game proved to be more effective for learning in nursing when compared to other teaching strategies.
OBJECTIVE: To identify the effectiveness of the serious game in improving learning outcomes compared to the different teaching strategies used in the education of nursing students. METHOD: Systematic review, conducted from July 2019 to May 2020, at PubMed®, Scopus, CINAHL, Web of Science and LILACS. Studies of experimental and quasi-experimental design were included, with no delimitation of time frame, aimed at nursing students, who approached the use of the serious game as the main teaching strategy compared with other pedagogical methods. RESULTS: Six articles were included, which compared the serious game with traditional and active teaching and learning strategies (expository class, text reading and simulation). The studies were considered of moderate quality, with an average score of 12.83. Nursing students submitted to the serious game showed better learning results. CONCLUSION: The serious game proved to be more effective for learning in nursing when compared to other teaching strategies.