Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: a systematic review and meta-analysis protocol

Maheu‐Cadotte, Marc‐André; Cossette, Sylvie; Dubé, Veronique; Fontaine, Guillaume; Mailhot, Tanya; Lavoie, Pierre; Cournoyer, Alexis; Balli, Fabio; Mathieu-Dupuis, Gabrielle

doi:10.1136/bmjopen-2017-019871

Cited by 85 publications

(61 citation statements)

References 30 publications

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“…A serious game by definition [3] is an application with three main components: experience, entertainment and multimedia where serious game has a role to convey messages and inputs, knowledge, skills or general content to players. According to [18], serious game is designed interactively and has an educational goal of entertaining and creating an active learning environment available on any digital platform such as computers and smartphones. Its use is increasingly in various fields including in education.…”

Section: B Serious Game and Slow-reading Studentsmentioning

confidence: 99%

Low-fidelity Prototype Design for Serious Game for Slow-reading Students

Abidin

Fadzilah

Sahari

2019

ijacsa

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Serious game is an alternative teaching aid that is getting a place of use by teachers and parents. Its widespread use has basically changed the way of life and learning of children and has a positive impact on achievement and increased the motivation of children in learning. However, not all serious game designs are suitable for slow-reading students. They are slightly different from other students in terms of cognitive potential and are struggling to meet academic demands in the class. Therefore, the main objective of this study is to produce low-fidelity prototypes involving target users as early as the design process. This study focuses on the production of storyboard contents suitable for slow-reading students to save time and cost of game model development. This study uses a child-centered design (CCD) method that involves paper prototypes, chauffeured prototype, think aloud protocols and observations. The results of this study are low-fidelity prototypes in the form of computerized storyboards that have been verified and will be used for heuristic assessments. These low-fidelity prototypes are expected to give an early look and help researchers in developing high-fidelity prototypes.

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Section: B Serious Game and Slow-reading Studentsmentioning

confidence: 99%

Low-fidelity Prototype Design for Serious Game for Slow-reading Students

Abidin

Fadzilah

Sahari

2019

ijacsa

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“…Serious games (SGs) are interactive and entertaining digital software with an educational purpose. Although these are gaining traction, their effectiveness in medical education has yet to be established possibly due to current heterogeneity of design elements between applications …”

Section: Keeping It Real (And Exciting)!mentioning

confidence: 99%

How to teach medicine in the present times to kids who are online all the time?

Henderson

2018

Pediatric Pulmonology

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Technology pervades 21st Cetury living and not always for the benefit of mankind as recent revelations about harvesting of personal Facebook data illustrate − Guardian UK/Cambridge Analytica. However, technology is here to stay and already impacts education from school age onwards. Medical curricula are generally slow to evolve and the pace of technological advancement risks leaving medical education languishing in the days of Osler. This presents several challenges for educators: 1.Access to and use of smart technology from a very early stage of development may influence learning behaviors and learning style; 2.Ease of access to boundless sources of information requires a different skill set from those of us who pored over textbooks late into the night; 3.Traditional learning methods may be perceived as old-fashioned and boring compared with more technological delivery of knowledge; 4. We need to equip doctors of tomorrow not just to learn using technology but to adapt to the increasing infiltration of technological solutions in the delivery of healthcare; what is the role of the physician when artificial intelligence can solve problems more accurately, faster and more consistently than a mere human? How Much Time Do Kids Spend Online and How Does This Impact Their Learning?Children aged 6-16 years spend an average of 6½ hours per day in front of screens (2015; up from 3½ hours per day in 1995). The Connected Kids report is an annual UK, nationally-representative survey of children aged 8-19 years. In 2017, it reported that tablet ownership among 8-12 year olds had dipped to 60% from 68% the previous 7 years, probably due to the increase in smartphones, which were owned by 66% of this age group. These devices are generally used to watch on-demand TV and films and to access social media.These trends are not confined to school-aged children; 27% of 5-6year olds use a computer for up to 50 minutes/day and many young children have a television in their bedroom (43% of 3-4 year olds and 18% of 0-2 year olds in one survey). 1 'Screen time' refers to time spent with any screen, including smart phones, tablets, television, video games, computers or wearable technology. Although parents recognize that screen time can be educationally formative, they also express concerns about duration (how much is too much?), effects on health and wellbeing and optimal content.There is evidence that well-designed and age-appropriate educational programs and interactive media can improve cognitive and language development and retention of taught information in children older than 2 years. However, evidence suggests that preschoolers still learn best from direct interaction with adults. 2 Some studies associate prolonged TV viewing with lower cognitive abilities, especially related to short-term memory, early reading and math skills and language development. Beyond the preschool years, most television watched by children is entertainment programming.Research on interactive digital media, including online gaming has yielded disappointing r...

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“…In addition to the training requirements that these courses create, the increasing quantity of mandatory training required by health care organisations is resulting in growing pressures on individuals and teams who find it very difficult to comply due to staff shortages, fatigue, sickness, annual leave and time limitations, and as a result there are frequent cancellations, poor attendance and non-compliance. This situation is challenging for the organization since education of healthcare professionals and students is of the utmost importance to promote the adoption of best practices and to improve patient safety (Maheu-Cadotte, 2018).…”

Section: Introductionmentioning

confidence: 99%

Making serious learning easy and fun at OHFT

Siwela

2020

LIR

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Learning and knowledge sharing are of paramount importance at Oxford Health Foundation Trust which has recently embarked on a wide scale Apprenticeship program as well as other training courses. Oxford Health Library staff piloted the project with an initial purchase of three games and held a Games Day at Warneford Hospital along with other game events. For evaluation, we sent a survey to all team leaders who borrowed the games and phoned a sample of participants. We also collected comments from those attending drop in sessions and loan statistics from our library catalogue. Awareness of the games is evidenced by increasing usage statistics. Responses from the feedback survey were positive. These experiences demonstrate how interactive learning through board games provided by NHS Library Services can improve learning for patients and staff.

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Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: a systematic review and meta-analysis protocol

Cited by 85 publications

References 30 publications

Low-fidelity Prototype Design for Serious Game for Slow-reading Students

Low-fidelity Prototype Design for Serious Game for Slow-reading Students

How to teach medicine in the present times to kids who are online all the time?

Making serious learning easy and fun at OHFT

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