Effect of Using the Game-Based Learning Model for Nursing Students' Learning Outcomes and Satisfaction in Geriatric Psychiatric Nursing

Abstract

Current nursing education aims to foster practical knowledge through active student participation, develop problem-solving skills, and cultivate a satisfying learning environment. This study employed a quasi-experimental comparative design with a two-group pretest–posttest approach to examine the effect of game-based learning on learning outcomes and instructional satisfaction in geriatric psychiatric nursing content among nursing students. The sample consisted of 149 third-year nursing students, divided into an experimental group of 81 students and a comparison group of 68 students. The research instruments included a game-based learning model for geriatric psychiatric nursing, a learning outcomes test with a reliability coefficient (KR-20) of .85, and a satisfaction assessment with a reliability coefficient of .80. Data were analyzed using descriptive statistics, the Mann–Whitney U test, and the Wilcoxon signed-rank test. The results revealed that following game-based learning, the experimental group had significantly higher mean learning outcome scores than before the intervention and significantly higher than those of the comparison group. Furthermore, the experimental group demonstrated a significantly higher mean satisfaction score with instruction compared to the comparison group. In conclusion, the game-based learning model in geriatric psychiatric nursing can more effectively enhance learning outcomes and instruction satisfaction among nursing students than traditional lecture-based instruction.