Health Care Gamification: A Study of Game Mechanics and Elements

Garett, Renee; Young, Sean D.

doi:10.1007/s10758-018-9353-4

Cited by 54 publications

(35 citation statements)

References 38 publications

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“…Several previous studies have explained that more and more educational methods in the prevention of disease and health care through gamification methods [14] [15]. Research by Hursen et al in 2019, about the purpose of gamification in scientific education using mixed qualitative and quantitative data, showed positive results on student motivation [16].…”

Section: Related Workmentioning

confidence: 99%

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Sudana¹,

Emanuel²,

Suyoto³

et al. 2020

IJACSA

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There are several methods of education for tuberculosis, and one of them is through the DOTS (Direct Observed Treatment Shortcourse) program. The management of tuberculosis education through the DOTS program is performed in clinics and hospitals only to patients and their families. The purpose of this study is to describe the development and testing of a prototype (social-game education) for interactive education for tuberculosis patients in particular and the general public. The data collection process is through direct observation of tuberculosis patients and health professionals (doctors, nurses, and DOTS health workers). Challenge the game in the prototype was provided with content that contained tuberculosis information that had been previously validated by a specialist. In addition to tuberculosis information as the main content, two important elements are making up this prototype, which are gamification and social media elements. In the game elements, this study adopted elements of the leaderboard, badge/achievement, challenge, and level. As for the third element, social media includes likes, comments, and shares. Prototype application testing was conducted on two participant groups (N = 48) consisting of 23 tuberculosis patients and 25 random participants. By using the user experience questionnaire (UEQ) technique, this research focuses on identifying the user's motivation in capturing compositional information as well as the clarity of the prototype. With a confidence interval of 5% (p = 0.05) per scale. The results indicate that participants have a high level of motivation towards the prototype; this is seen in the rating scale of stimulation with an average of 1.578. Likewise the effectiveness level of information in the rating scale of perspicuity has a mean of 1.224 also has a rate that is quite effective.

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Section: Related Workmentioning

confidence: 99%

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Sudana¹,

Emanuel²,

Suyoto³

et al. 2020

IJACSA

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“…These are some of the many unexplored questions that would need to be discussed. Before implementation of monitoring patient social data, there should be clear and ethical protocols in place to manage these situations such as having a mental health professional on-call to deal with potential crises [ 25 ].…”

Section: Roadblocksmentioning

confidence: 99%

Social Media as a New Vital Sign: Commentary

Young¹

2018

J Med Internet Res

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Mobile technologies, such as wireless glucometers and mobile health apps, are increasingly being integrated into health and medical care. Because patients openly share real-time information about their health behaviors and outcomes on social media, social media data may also be used as a tool for monitoring patient care. This commentary describes how recent advances in computer science, psychology, and medicine enable social media data to become a new health “vital sign,” as well as actionable steps that public health officials, health systems, and clinics can take to integrate social data into both public and population health as well as into individual patient care. Barriers that first need to be addressed, including privacy concerns, legal and ethical responsibilities, and infrastructure support, are discussed.

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“…This research applied an explanatory sequential mixed method design which starts the research process by building a solid ground with quantitative strategy and follow up with a qualitative strategy to provide more clarification and provide an in-depth interpretation of the research phenomena [28] A questionnaire was created to categorize thirteen gamification aspects from a teacher's perspective. These were based on educational, instructional and training game design studied by [29], [30], [31] and [32]. The list did not use a hierarchical approach and the presentation of elements was purposefully random to avoid influencing participants' choices.…”

Section: Existing Design Toolsmentioning

confidence: 99%

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

Saggah¹,

Campion²,

Stanier³

2018

EDULEARN Proceedings

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Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers' input in game design processes; however, evidence also seems to suggest that the teacher's role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher's perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process.The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules.The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers' theoretical knowledge of gamification in education and the practical application of gamification in a school context.

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Health Care Gamification: A Study of Game Mechanics and Elements

Cited by 54 publications

References 38 publications

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Social Media as a New Vital Sign: Commentary

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

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