For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
9
views
Article has an altmetric score of 1
29
references
 Top references
cited by
9
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      1,529
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The use and impact of game-based learning on the learning experience and knowledge retention of nursing undergraduate students: A systematic literature review

      Author(s):
      Publication date Created:
      Publication date (Print):
      Journal: Nurse Education Today
      Publisher: Elsevier BV

      Read this article at

      ScienceOpenPublisherPubMed
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Active engagement of nursing students has deteriorated overtime, especially during the global pandemic. Therefore, there has been a widespread search for learning methods that incorporate digital technologies and active student participation in recent years. Game-based learning may be an option, as it uses game-design elements to enhance academic performance and learning. Its use in nursing education is, however, limited.

          Related collections

          Most cited references29

          • Record: found
          • Abstract: found
          • Article: found
          Is Open Access

          The PRISMA 2020 statement: an updated guideline for reporting systematic reviews

          Matthew J L Page, Joanne E McKenzie, Patrick Bossuyt … (2027)
          The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, published in 2009, was designed to help systematic reviewers transparently report why the review was done, what the authors did, and what they found. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA 2020 statement replaces the 2009 statement and includes new reporting guidance that reflects advances in methods to identify, select, appraise, and synthesise studies. The structure and presentation of the items have been modified to facilitate implementation. In this article, we present the PRISMA 2020 27-item checklist, an expanded checklist that details reporting recommendations for each item, the PRISMA 2020 abstract checklist, and the revised flow diagrams for original and updated reviews.
          Article 0 comments Cited 19289 times – based on 0 reviews     Review now
          Article has an altmetric score of 681
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Thematic analysis of qualitative data: AMEE Guide No. 131

            Michelle Kiger, Lara Varpio (2020)
            Thematic analysis is a widely used, yet often misunderstood, method of qualitative data analysis. It is a useful and accessible tool for qualitative researchers, but confusion regarding the method's philosophical underpinnings and imprecision in how it has been described have complicated its use and acceptance among researchers. In this Guide, we outline what thematic analysis is, positioning it in relation to other methods of qualitative analysis, and describe when it is appropriate to use the method under a variety of epistemological frameworks. We also provide a detailed definition of a theme, as this term is often misapplied. Next, we describe the most commonly used six-step framework for conducting thematic analysis, illustrating each step using examples from our own research. Finally, we discuss advantages and disadvantages of this method and alert researchers to pitfalls to avoid when using thematic analysis. We aim to highlight thematic analysis as a powerful and flexible method of qualitative analysis and to empower researchers at all levels of experience to conduct thematic analysis in rigorous and thoughtful way.
            Article 0 comments Cited 682 times – based on 0 reviews     Review now
            Article has an altmetric score of 75
              Bookmark
              • Record: found
              • Abstract: found
              • Article: found
              Is Open Access

              Nonverbal Overload: A Theoretical Argument for the Causes of Zoom Fatigue

              Jeremy N. Bailenson (2021)
              For decades, scholars have predicted that videoconference technology will disrupt the practice of commuting daily to and from work and will change the way people socialize. In 2020, the Covid-19 pandemic forced a drastic increase in the number of videoconference meetings, and Zoom became the leading software package because it was free, robust, and easy to use. While the software has been an essential tool for productivity, learning, and social interaction, something about being on videoconference all day seems particularly exhausting, and the term “Zoom Fatigue” caught on quickly. In this article, I focus on nonverbal overload as a potential cause for fatigue and provide four arguments outlining how various aspects of the current Zoom interface likely lead to psychological consequences. The arguments are based on academic theory and research, but also have yet to be directly tested in the context of Zoom, and require future experimentation to confirm. Instead of indicting the medium, my goal is to point out these design flaws to isolate research areas for social scientists and to suggest design improvements for technologists.
              Article 0 comments Cited 174 times – based on 0 reviews     Review now
              Article has an altmetric score of 894
                Bookmark
                All references

                Author and article information

                Journal
                Title: Nurse Education Today
                Abbreviated Title: Nurse Education Today
                Publisher: Elsevier BV
                ISSN (Print): 02606917
                Publication date Created: October 2022
                Publication date (Print): October 2022
                Volume: 117
                Page: 105484
                Article
                DOI: 10.1016/j.nedt.2022.105484
                PubMed ID: 35917707
                SO-VID: f984de1a-9c20-417c-b9ca-58e1728edf83
                Copyright © © 2022
                License:

                https://www.elsevier.com/tdm/userlicense/1.0/

                http://creativecommons.org/licenses/by/4.0/

                History

                Data availability:

                Comments

                Comment on this article

                scite_
                0
                0
                0
                0
                Smart Citations
                0
                0
                0
                0
                Citing PublicationsSupportingMentioningContrasting
                View Citations

                See how this article has been cited at scite.ai

                scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.

                Similar content1,529

                See all similar

                Cited by9

                See all cited by

                Most referenced authors669

                See all reference authors