Effect of Application of Digital Game-Based Teaching Method versus Traditional Method on Nursing Students' Performance Regarding Electrocardiogram Procedure

Ghoneim, Asmaa Sabri; A. Elsaay, Om Ibrahim; Salem, Fatma A.; El Shafaey, Mariam I.

doi:10.21608/tsnj.2025.435946

Effect of Application of Digital Game-Based Teaching Method versus Traditional Method on Nursing Students' Performance Regarding Electrocardiogram Procedure

Document Type : Original Article

Authors

¹ Demonstrator of Medical Surgical Nursing, Faculty of Nursing, Tanta University Egypt

² Professor of Medical Surgical Nursing, Faculty of Nursing, Tanta University Egypt

³ Lecturer of Medical Surgical Nursing, Faculty of Nursing, Tanta University Egypt

10.21608/tsnj.2025.435946

Abstract

Background: The integration of digital game-based learning (DGBL) into
nursing education offers innovative opportunities to enhance both theoretical
knowledge and practical competencies. Aim: This quasi-experimental study
aimed to evaluate the effect of a digital game-based teaching method versus a
traditional method on nursing students’ knowledge and application of the
electrocardiogram (ECG) procedure. Subjects and Method: a purposive sample
of 80 second-year nursing students was divided into two groups Tools: I:
“Student Interview Structured Evaluation Form” which consisted of two parts;
Part (A): Socio-demographic data and Part (B): Students' Knowledge
Assessment Sheet. Tool II: "Students practice observational checklists
regarding their role towards electrocardiography procedure. Results: revealed
that students in the digital game-based group demonstrated significantly higher
levels of knowledge and practical performance compared to the traditional
group, with sustained retention after one month. A positive correlation between
knowledge and practice was also observed in the game-based group.
Conclusion: The findings support the effectiveness of DGBL in improving
learning outcomes in complex clinical procedures like ECG Recommendations:
The study recommends incorporating DGBL as a complementary educational
strategy in nursing curricula and encourages further research to explore its long-
term impact across diverse clinical contexts