Results of the pre and post-knowledge tests.

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.

对于护理专业学生而言，备考期末考常被视为一项艰巨任务，因此采用游戏化学习（game-based learning）方法开展的教学活动或可提升学生的学习满意度。有鉴于此，本研究旨在探究游戏化学习活动应用于护理学生学习与复习环节的可行性。本研究采用单组前后问卷设计方案，对某一游戏化学习活动的教学效果进行评估。所有参与调研的护理学生均认为，该游戏化学习活动对其备考笔试具有积极价值。该教学活动可提升学生的知识留存水平与最终考试成绩。尽管有两名学生认为该活动存在一定的注意力分散问题，但绝大多数学生均认为应将游戏化学习嵌入护理专业课程体系中。该游戏化学习活动在护理专业学生备考笔试的环节中获得了良好的接受度。不过，仍需开展更大规模的研究，以验证该活动对学生知识掌握、考试成绩及长期知识留存的实际效果。