Validation of an educational game about first aid for schoolchildren

Dutra, Bárbara Duarte; Nascimento, Keyla Cristiane do; Echevarría-Guanilo, Maria Elena; Sparapani, Valéria de Cássia; Lanzoni, Gabriela Marcellino de Melo

doi:10.1590/0034-7167-2020-1107

Cited by 11 publications

(8 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dutra et al (20) validated the educational game, called "Life in game", for teaching first aid to school-aged children, achieving 95% approval from experts in two Delphi rounds. Serving as an innovative pedagogical tool, the game offers a dynamic approach compared to traditional methods.…”

Section: Discussionmentioning

confidence: 99%

“…Simulation-based education represents a valuable teaching strategy within the realm of medical education, offering a secure practice environment for both learners and patients (13,(18)(19)(20)(21). Additionally, it goes beyond traditional teaching methods, presenting opportunities for learners to acquire not only technical skills but also essential non-technical skills such as leadership, teamwork, and communication (13,(18)(19)(20)(21). While simulation-based education and game-based learning share overarching educational goals, they differ in their approaches.…”

Section: Simulation As a Strategy For Training First Aid And Bls Skillsmentioning

confidence: 99%

“…There is a noted deficiency in understanding the specific scope of practice for "Campus Emergency Response Teams" members regarding capillary glucose monitoring, highlighting the need for improved training practices in the future. Validation of an educational game about first aid for schoolchildren (20)…”

Section: Campus Emergency Response Teams and First Response Team Membersmentioning

confidence: 99%

See 2 more Smart Citations

Gamification vs. Teaching First Aid: What Is Being Produced by Science in The Area?

Vancini,

Russomano,

Andrade

et al. 2023

View full text Add to dashboard Cite

Gamification i.e., the incorporation of game design elements into non-game contexts, represents a transformative tool in health education. In this sense, the increasingly intertwined fields of technology, education, and health present opportunities for informed decision-making and the training of educators, health professionals, and policymakers. This need to improve teaching and learning methods is particularly evident in the areas of first aid and basic life support (BLS), with the aim of improving clinical results and health outcomes. Our article carried out a narrative review, focusing on the intersection of gamification, technology and first aid/BLS training with the aim of investigating the application of gamification and serious games in emergency medicine with the aim of improving motivation and theoretical and practical skills. of health professionals. In addition, this review emphasizes the role of simulation-based education in first aid skills training, highlighting its contribution to preparing first aiders for real-world scenarios. Ultimately, this review underscores the transformative potential of serious games in medical education, showcasing their effectiveness across diverse contexts. In summary, it enhances comprehension of gamification's role in healthcare and medical education, particularly in first aid training, by underscoring the adaptability and efficacy of serious games in revolutionizing medical and emergency education and healthcare. Nevertheless, it underscores that this remains a relatively underexplored area of knowledge.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Simulation As a Strategy For Training First Aid And Bls Skillsmentioning

confidence: 99%

Section: Campus Emergency Response Teams and First Response Team Membersmentioning

confidence: 99%

See 1 more Smart Citation

Gamification vs. Teaching First Aid: What Is Being Produced by Science in The Area?

Vancini,

Russomano,

Andrade

et al. 2023

View full text Add to dashboard Cite

show abstract

“…For the validation of the board game, three data collection forms were developed, one for each group of judge experts. The forms were adapted from another study [14], using a 4-point Likert agreement Then, S-CVI was calculated by taking the sum of the I-CVIs divided by the total number of items. A consensus of at least 0.78 was considered valid for I-CVI, and 0.80 for S-CVI [21].…”

Section: Stage 3: Content Validationmentioning

confidence: 99%

“…By analyzing the evaluation by experts in the field, the aim is to assess whether the game's content effectively addresses the criteria necessary for measuring what is intended to be investigated and improved [13]. In this scenario, the validation process highlights the reliability of the game and the feasibility of this technique for use in educational practices [14].…”

Section: Introductionmentioning

confidence: 99%

Donate Life! Validation of a board game about knowledge of organ and tissue donation and transplantation (Preprint)

Henrique Aragão Ferreira,

Vivas Santos,

Anisio Lima Pessoa

et al. 2024

Preprint

View full text Add to dashboard Cite

BACKGROUND Organ and tissue donation practices in Brazil is low compared to other countries, the primary cause is due to family refusal. Adolescents are considered important targets in educational campaigns because they are involved in an intense process of biopsychosocial and indirect family involvement. Educational technologies aim to harness technological potential to engage individuals in the empowerment process. Educational games with content and purpose, also known as serious games (SG), play a prominent role. Conceptually, they represent games that go beyond entertainment, aiming to promote health, contribute to the discussion of sensitive topics, educate, guide, and encourage healthy habits and behaviors. To achieve this, they must undergo content and predictive validation, aiming to ensure their effectiveness as a health education tool as part of the learning process of the target audience. OBJECTIVE This study aimed to document the process of designing, developing and validating the gamification of an experimental board game about organ and tissue donation and transplantation targeting adolescents and adults. METHODS This was a methodological study of content and appearance validation organized in four stages: situational analysis, board game prototype development, content validation, and production of the final game board version. The game prototype underwent a content validation process following criteria established by Pasquali. The Delphi technique was used, which involves evaluating a specific theme through expert judgment. Na academic panel of professionals were selected and divided into 3 groups: educational professionals with experience in playful-pedagogical activities, health professionals with experience in organ donation and transplantation and design and advertising professionals with experience in playful games. One on-line data collection form was created for each panel of judges, using a 4-point Likert-type agreement scale for each item. After two Delphi rounds, the Content Validation Index (CVI) was obtained. RESULTS The final game version consists of a game board with 48 squares, six pawns, a six-sided die, a set of 20 green cards, 20 yellow cards, and 15 red cards containing easy, moderate and difficult level questions, respectively. Additionally, the game includes a manual of rules and instructions to be used by the teacher to guide participants before and during the game. Out of the 86 items evaluated by the judge panel during the first Delphi round, 80 scored above a 0.78 CVI, considered valid. In the second round, after excluding one item, validation was achieved for the remaining five items. CONCLUSIONS It is expected that the game board will contribute to the learning of participants about the aspects involving organ donation and transplantation, as well as the importance and encouragement to become an organ-donor contributing to improving the health of others. Efficacy studies are needed to study game play involving participants.

show abstract

Educational Technology Validity as a Teaching Resource in Mental Health Nursing Teaching

Silva,

Alves,

Silva

et al. 2024

Texto contexto - enferm.

View full text Add to dashboard Cite

Objective: to validate an educational technology as a teaching resource for teaching mental health nursing. Method: this is a methodological study, carried out through agreement among expert judges and the target audience, for content validity and appearance assessment of an educational game. A total of 11 expert judges and 114 students from two universities participated in the study. For validity, the Content Validity Index was used. Results: the teaching-pedagogical resource assessment reached an overall Content Validity Index equal to 88.5%. Items 7 and 9 obtained an Individual Content Validity Index of less than 78%. In view of this, these items were reassessed and adjusted according to suggested changes. For the domains assessed regarding educational game appearance, percentages were obtained that were between 85.9% and 97.3%. Conclusion: the assessments triggered adjustments to the game’s theoretical-scientific content, making it capable of being used as an educational resource for the mental health discipline in nursing courses.

show abstract

Validation of an educational game about first aid for schoolchildren

Cited by 11 publications

References 20 publications

Gamification vs. Teaching First Aid: What Is Being Produced by Science in The Area?

Gamification vs. Teaching First Aid: What Is Being Produced by Science in The Area?

Donate Life! Validation of a board game about knowledge of organ and tissue donation and transplantation (Preprint)

Educational Technology Validity as a Teaching Resource in Mental Health Nursing Teaching

Contact Info

Product

Resources

About