A meta-synthesis study in interactive learning environments: digital games in health education

Efe, Hacer; Topsakal, Ünsal Umdu

doi:10.1080/10494820.2022.2120016

Cited by 1 publication

(2 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Importantly, the game provided the health literacy content in an activating format and only few students got bored while playing. These findings are in line with previous research indicating that games can be used to forester health literacy (Efe & Umdu Topsakal, 2022).…”

Section: Games In Health Educationsupporting

confidence: 93%

“…Though the pandemic increased the importance of digital learning solutions, the use of digital games to enhance health was widely used already before the pandemic. According to a recent meta-synthesis (Efe & Umdu Topsakal, 2022), digital games in health education have been successful in fostering health literacy as well as other factors relevant to empowering people to make informed health decisions. Game-based learning approaches have been found to be useful also for therapeutic purposes (Fleming et al, 2017;Wilkinson et al, 2008), to support health behaviour change (King et al, 2013) and patient involvement in treatment and care (Kato, 2010), to mention only some.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mobile Game vs. Digital Text: Gameplay Boosts Situational Interest, Satisfaction and Emotional Engagement

Siuko¹,

Kiili²,

Paakkari³

et al. 2023

Preprint

View full text Add to dashboard Cite

The promise of game-based learning relies on the assumption that games provide more engaging learning experiences compared to their traditional counterparts. To test this assumption, we compared the impact of a mobile health literacy game with textbook material in terms of situational interest, epistemic emotions, and satisfaction. Two hundred fifty-four Finnish students (M = 15.70 years, SD = 0.76) were randomly assigned to the game (n = 136) and textbook condition (n = 118). The game condition played Antidote COVID-19 mobile game, and the textbook condition read health-related content on Covid-19. Learning content was the same in both conditions. Situational interest was measured with a pre-and post-test whereas epistemic emotions and perceived satisfaction were only measured with a post-test. Our findings showed that situational interest increased significantly from pre- to post-test in the game condition. However, no significant change was observed in the textbook condition. Participants in the game condition also reported higher intensity of desired epistemic emotions like surprise, enjoyment, and confusion and a significantly lower intensity of undesired boredom than the textbook condition. Lastly, the game condition displayed significantly higher satisfaction with learning material than the textbook condition. Overall, these findings imply that students found the game more interesting and engaging than reading traditional textbook material. Further, the current findings indicate that utilizing game-based learning in health education might provide engaging ways to raise awareness of health issues by facilitating interest and relevant epistemic emotions that may elucidate, maintain and change personal beliefs on health topics.

show abstract

Section: Games In Health Educationsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%