Objective To explore the development path and teaching effectiveness of nursing education game for peptic ulcer based on Flow Theory. Methods Convenience sampling was used to recruit vocational nursing students from four classes of the 2023 cohort; these classes were then randomly assigned to an intervention group (n=93) and a control group (n=96) with each class as the unit. The control group adopted the "integration of theory and practice" blended teaching, while the intervention group adopted the "integration of theory and practice" blended teaching and educational game software developed based on the Flow Theory. After the teaching, the mastery of nursing knowledge on peptic ulcer was compared between the two groups; the flow experience score and learning experience of game-assisted teaching were evaluated in the intervention group. Results The nursing knowledge scores on peptic ulcer in the two groups were （75.31±1.54） and （68.27±1.51） respectively, with a statistically significant difference (P<0.05). In the intervention group, the total score of flow experience was (178.47±21.49), and 77 individuals (82.8%) achieved a high flow experience; the endorsement rate for every item on the game-assisted teaching experience survey was at least 82.80%. Conclusion Nursing education game based on the Flow Theory is beneficial to students′ knowledge, flow experience, and learning satisfaction.