探索护理本科生视角下严肃游戏在学习中的体验：一种定性系统评价与元综合

Background Serious games are increasingly used in nursing education to boost undergraduates’ motivation. Despite their potential to integrate cognitive, psychomotor, and affective learning, students’ actual experiences and expectations remain underexplored. Understanding their perspectives is key to deepening learning and sustain engagement and development. Objectives This study explored undergraduate nursing students’ learning experiences and perceptions of serious games, with particular attention to their learning experiences, perceived gains and the challenges encountered. Methods We system