Background: Being an educator for such digitally-oriented generation has become a great challenge for higher education educators that requires changes in teaching–learning approaches to fulfil the academic objectives of all domains. As a result of the outbreak of COVID-19 this change has become a must. Games introduce to us great chances to achieve that in a funny way. Since anatomy and physiology as a subject matter containing lots of diagrams and difficult concepts especially when being taught to first level nursing students, this will act as a challenge to prove the effectiveness of such a newly-induced approach. Aim of the Study: To investigate the effectiveness of digital gamification an innovative pedagogy for anatomy and physiology course among medical-surgical nursing students. Sampling: Random sample of 100 students, 50 students for each. Design: A longitudinal experimental research design was used in this study. Setting: The study was conducted in the Anatomy and Physiology laboratories of the Nursing Department, College of Applied Medical Sciences at King Faisal University. Tools: The data were collected using Lab Learning Activities Effectiveness Scale as well as midterm and final exams. Results: Mobile educational games significantly affect students' learning as well as attitudes towards themselves, teachers, course content. The students reported significant raise in their learning management skills, information retainability, attentiveness and motivation in laboratory sessions as compared to using traditional tasks. Conclusion: Digital games utilization greatly improves the students' achievement and enhances positive attitudes while the conduction of Anatomy and Physiology course. Recommendation: Use mobile digital games not only in such course but also to try it with other courses and specialties.