Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

Haoran, Gong; Bazakidi, Eleni; Zary, Nabil

doi:10.1055/s-0039-1677904

Cited by 72 publications

(59 citation statements)

References 43 publications

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“…An important strength of our study is that it responds to the call for more insight into aspects that contribute to achieving goals in both delirium education and serious games [ 1 , 3 , 4 , 25 – 27 , 71 , 72 ]. Our findings can be used to inform future development of delirium education and serious games.…”

Section: Discussionmentioning

confidence: 99%

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

et al. 2020

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Background: Delirium is a neuropsychiatric syndrome that affects patients' attention and awareness as a result of a physical condition. In recent years, persistent gaps in delirium education have led to suboptimal delirium care. Still, little is known about what are the most important aspects of effective delirium education. Serious games are both entertainment and an interactive, safe learning environment where players can experiment and create new knowledge. They have the potential to contribute to improved delirium education. We used a video-based serious games' narrative to explore aspects essential to enhance students' attitudes and learning experiences regarding delirium. Methods: We created a semi-structured interview guide and interviewed seven nursing and nine medical students about their attitudes and learning experiences, after they had played the game. A qualitative descriptive design and inductive content analysis with constant comparison were used. Results: The patient's and nurse's perspective, interactivity to experiment, realistic views on care options, and feedback on care actions were important for enhancing students' attitudes and learning experiences regarding delirium. Students felt these aspects encouraged them to get actively involved in and experiment with the study material, which in turn led to enhanced reflection on delirium care and education. Our findings highlight the importance of a more patient-oriented focus to delirium education to drive attitudinal change. Students' learning experiences were further enhanced through their affective responses provoked by the perspectives, interactivity, realism, and feedback.

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Section: Discussionmentioning

confidence: 99%

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

et al. 2020

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“…The number of results when searching in Google Academics using the words escape, room, classroom, higher, and education gives an indication of the level of interest of these activities (initially designed as leisure activities) in university contexts. Moreover, in a study developed for analyzing serious games in health education, authors found a growth in the number of publications about this topic [2]. This increase is also reflected in an online survey from The Codex (https://thecodex.ca/), a group of escape game enthusiasts, who observed that the number of people interested in this topic had doubled in 2018 [3].…”

Section: Introductionmentioning

confidence: 99%

A Virus Infected Your Laptop. Let’s Play an Escape Game

et al. 2020

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Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called breakout or escape room. The difference between these two words is that, in the first case, the goal is to open a padlocked box, while the objective of an escape room is to find the key that allows to get out of a room. Both games are similar, containing riddles, puzzles, problems and some clues that would help the players to find the solution. This study analyses the use of a breakout game for educational purposes, more specifically in a university context. The experiment conducted mixes game–based learning methodologies with engineering students learning Linear Algebra, Calculus or Cryptography, which has allowed us to obtain promising results about the usage of this methodology.

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“…Although many studies on serious games in medical education have been reported in recent years [ 16 - 18 ], these studies often investigated serious games as whole artifacts without focusing on the effect of different play strategies such as dark play. In a previous study, we showed that dark play did not affect game effectiveness [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

“…Because of the allocation to a specific play strategy in the previous study, little is yet known about how often students voluntarily choose dark play in a serious game, which students choose to engage in dark play and why, and what they gain from their experience. By gaining insight on these aspects, we may meet the demand of more research on game elements that promote engagement and support the learning of players [ 16 , 18 , 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

Reasons to Engage in and Learning Experiences From Different Play Strategies in a Web-Based Serious Game on Delirium for Medical Students: Mixed Methods Design

Buijs-Spanjers¹,

Hegge²,

Cnossen³

et al. 2020

JMIR Serious Games

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Background Although many studies have recently been published on the value of serious games for medical education, little attention has been given to the role of dark play (choosing unacceptable actions in games). Objective This study aimed to investigate potential differences in the characteristics of medical students who have the opportunity to choose normal or dark play in a serious game. This study also aimed to compare their reasons for choosing a play strategy and their perceptions of what they learned from their game play. Methods We asked undergraduate medical students to play a serious game in which they had to take care of a patient with delirium (The Delirium Experience). After getting acquainted with the game, students could opt for normal or dark play. Student characteristics (age, gender, experience with caring for older or delirious patients, and number of completed clerkships) were collected, and the Delirium Attitude Scale and Learning Motivation and Engagement Questionnaire were administered. Reasons for choosing normal or dark play were evaluated with an open-ended question. Information on lessons they had learned from the game was collected using an open-ended question and self-reported knowledge on delirium. Results This study had 160 participants (89 normal play, 71 dark play). Male students (26/160, 56.5%) chose dark play significantly more often than female students (45/160, 39.5%; P=.049). We did not find significant differences in student characteristics or measurement outcomes between play strategies. Participants’ main reason for choosing normal play was to learn how to provide care to delirious patients, and the main reason for dark play was to gain insight into what a delirious patient has to endure during delirious episodes. All participants learned what to do when taking care of a delirious patient and gained insight into how a patient experiences delirium. We found no differences in self-reported knowledge. Conclusions When medical students have the opportunity to choose dark play in a serious game, half of them will probably choose this play strategy. Male students will more likely opt for dark play than female students. Choice of play strategy is not affected by any other student characteristic or measurement outcome. All students learned the same lessons from playing the game, irrespective of their learning strategy.

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Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

Cited by 72 publications

References 43 publications

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

A Virus Infected Your Laptop. Let’s Play an Escape Game

Reasons to Engage in and Learning Experiences From Different Play Strategies in a Web-Based Serious Game on Delirium for Medical Students: Mixed Methods Design

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