scholarly journals Investigating Serious Games That Incorporate Medication Use for Patients: Systematic Literature Review (Preprint)

2019 ◽  
Author(s):  
Olufunmilola Abraham ◽  
Sarah LeMay ◽  
Sarah Bittner ◽  
Tanvee Thakur ◽  
Haley Stafford ◽  
...  
Keyword(s):  
Health Care ◽  
Medication Adherence ◽  
Learning Theory ◽  
Systematic Reviews ◽  
Serious Games ◽  
Web Of Science ◽  
Medication Use ◽  
Theoretical Framework ◽  
Serious Game ◽  
Theoretical Frameworks

BACKGROUND The United States spends more than US $100 billion annually on the impact of medication misuse. Serious games are effective and innovative digital tools for educating patients about positive health behaviors. There are limited systematic reviews that examine the prevalence of serious games that incorporate medication use. OBJECTIVE This systematic review aimed to identify (1) serious games intended to educate patients about medication adherence, education, and safety; (2) types of theoretical frameworks used to develop serious games for medication use; and (3) sampling frames for evaluating serious games on medication use. METHODS PubMed, Scopus, and Web of Science databases were searched for literature about medication-based serious games for patients. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed for article selection. RESULTS Using PRISMA guidelines, 953 publications and 749 unique titles were identified from PubMed, Scopus, and Web of Science. A total of 16 studies featuring 12 unique serious games were included with components of medication adherence, education, and safety, published from 2003 to 2019. Of the 12 games included, eight serious games were tested in adolescents, three games were tested in young adults, and one game was tested in adults. Most studies (n=11) used small sample sizes to test the usability of serious games. Theoretical frameworks identified in the 12 serious games included information, motivation, and behavior theory; social cognitive theory; precede-proceed model; middle-range theory of chronic illness; adult learning theory; experiential learning theory; and the theory of reasoned action. Existing reviews explore serious games focused on the management of specific disease states, such as HIV, diabetes, and asthma, and on the positive impact of serious game education in each respective disease state. Although other reviews target broad topics such as health care gamification and serious games to educate health care workers, no reviews focus solely on medication use. Serious games were mainly focused on improving adherence, whereas medication safety was not widely explored. Little is known about the efficacy and usability of medication-focused serious games often because of small and nonrepresentative sample sizes, which limit the generalizability of existing studies. CONCLUSIONS Limited studies exist on serious games for health that incorporate medication use. The findings from these studies focus on developing and testing serious games that teach patients about medication use and safety. Many of these studies do not apply a theoretical framework in the design and assessment of these games. In the future, serious game effectiveness could be improved by increasing study sample size and diversity of study participants, so that the results are generalizable to broader populations. Serious games should describe the extent of theoretical framework incorporated into game design and evaluate success by testing the player’s retention of learning objectives.

scholarly journals Investigating Serious Games That Incorporate Medication Use for Patients: Systematic Literature Review

10.2196/16096 ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e16096 ◽  
Author(s):  
Olufunmilola Abraham ◽  
Sarah LeMay ◽  
Sarah Bittner ◽  
Tanvee Thakur ◽  
Haley Stafford ◽  
...  
Keyword(s):  
Health Care ◽  
Medication Adherence ◽  
Learning Theory ◽  
Systematic Reviews ◽  
Serious Games ◽  
Web Of Science ◽  
Medication Use ◽  
Theoretical Framework ◽  
Serious Game ◽  
Theoretical Frameworks

Background The United States spends more than US $100 billion annually on the impact of medication misuse. Serious games are effective and innovative digital tools for educating patients about positive health behaviors. There are limited systematic reviews that examine the prevalence of serious games that incorporate medication use. Objective This systematic review aimed to identify (1) serious games intended to educate patients about medication adherence, education, and safety; (2) types of theoretical frameworks used to develop serious games for medication use; and (3) sampling frames for evaluating serious games on medication use. Methods PubMed, Scopus, and Web of Science databases were searched for literature about medication-based serious games for patients. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed for article selection. Results Using PRISMA guidelines, 953 publications and 749 unique titles were identified from PubMed, Scopus, and Web of Science. A total of 16 studies featuring 12 unique serious games were included with components of medication adherence, education, and safety, published from 2003 to 2019. Of the 12 games included, eight serious games were tested in adolescents, three games were tested in young adults, and one game was tested in adults. Most studies (n=11) used small sample sizes to test the usability of serious games. Theoretical frameworks identified in the 12 serious games included information, motivation, and behavior theory; social cognitive theory; precede-proceed model; middle-range theory of chronic illness; adult learning theory; experiential learning theory; and the theory of reasoned action. Existing reviews explore serious games focused on the management of specific disease states, such as HIV, diabetes, and asthma, and on the positive impact of serious game education in each respective disease state. Although other reviews target broad topics such as health care gamification and serious games to educate health care workers, no reviews focus solely on medication use. Serious games were mainly focused on improving adherence, whereas medication safety was not widely explored. Little is known about the efficacy and usability of medication-focused serious games often because of small and nonrepresentative sample sizes, which limit the generalizability of existing studies. Conclusions Limited studies exist on serious games for health that incorporate medication use. The findings from these studies focus on developing and testing serious games that teach patients about medication use and safety. Many of these studies do not apply a theoretical framework in the design and assessment of these games. In the future, serious game effectiveness could be improved by increasing study sample size and diversity of study participants, so that the results are generalizable to broader populations. Serious games should describe the extent of theoretical framework incorporated into game design and evaluate success by testing the player’s retention of learning objectives.

scholarly journals Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study (Preprint)

2020 ◽  
Author(s):  
Cevin Zhang ◽  
Jannicke Baalsrud Hauge ◽  
Karin Pukk Härenstam ◽  
Sebastiaan Meijer
Keyword(s):  
Health Care ◽  
Regression Analysis ◽  
Social Presence ◽  
Serious Games ◽  
Serious Game ◽  
Game Based Learning ◽  
Learning Engagement ◽  
Game Mechanics ◽  
Learning Practices ◽  
Negative Feelings

BACKGROUND Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. OBJECTIVE This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. METHODS First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. RESULTS A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR<sup>2</sup> of 0.796 (F1<sub>4,31</sub>=2725.49, <i>P</i>&lt;.001) for the board version and 0.702 (F2<sub>4,31</sub>=2635.31, <i>P</i>&lt;.001) for the multiplayer online version after the learning engagement attributes. CONCLUSIONS The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.

Healthcare Games and the Metaphoric Approach

2012 ◽  
pp. 24-49 ◽  
Author(s):  
Catherine Lelardeux ◽  
Julian Alvarez ◽  
Thierry Montaut ◽  
Michel Galaup ◽  
Pierre Lagarrigue
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Serious Games ◽  
Health Sector ◽  
Serious Game ◽  
Wide Range

Many serious games dedicated to the health sector have been identified. Within this wide range, the authors have explored the Serious games offering an educational dimension and targeting either individuals or health-care professionals. Based on a corpus built around this orientation, the goal is to determine whether or not it is possible to find a use, targeted or not, involving metaphorical contexts among different titles. In the corpus studied, no metaphor is used for serious game targeting health-care professionals contrary to serious games targeting individuals. For this target, the game universe is mainly metaphorical. A discussion in the light of didactic and motivational arguments suggests that a metaphorical universe could be beneficial in the case where more transversal skills are targeted.

scholarly journals Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review

10.2196/18687 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e18687
Author(s):  
Teresa Hagan Thomas ◽  
Varshini Sivakumar ◽  
Dmitriy Babichenko ◽  
Victoria L B Grieve ◽  
Mary Lou Klem
Keyword(s):  
Chronic Illness ◽  
Health Outcomes ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Serious Games ◽  
Serious Game ◽  
Theoretical Frameworks ◽  
Scoping Reviews ◽  
Game Intervention ◽  
Games For Health

Background Serious games for health are increasingly being used to address health outcomes in patients with chronic illnesses. These studies vary in their study designs, patient populations, frameworks, outcome variables, and degree of specificity of the serious game intervention. Objective This scoping review aims to clarify the conceptual features of the existing research related to serious games designed to improve cognitive and behavioral outcomes in adults with chronic illness. Methods We applied the Preferred Reporting Items of Systematic Reviews and Meta-Analysis for scoping reviews methodology, including an a priori research question. We searched 4 electronic databases to identify articles published through November 2019. Inclusion criteria encompassed (1) adults 18 years or older; (2) patients with a diagnosis of chronic illness; (3) a serious game intervention; and (4) defined patient outcomes that assess patients’ behavioral, cognitive, or health outcomes. Results Of the 3305 articles identified, 38 were included in the review. We charted and analyzed the theoretical frameworks, key concepts, and outcome variables of these studies with summaries of features across articles. The majority of studies used a randomized controlled trial design (23/38, 61%), included a custom serious game intervention (22/38, 58%), and lacked a theoretical framework (25/38, 66%). Common outcome variables included quality of life (16/38, 42%), mood (15/38, 39%), cognitive function (13/38, 34%), symptoms (12/38, 32%), and physical activity (9/38, 24%). Key differences between studies included whether or not serious games aimed to train versus teach patients, be widely accessible versus tailored interventions, or replace versus complement current treatments. Conclusions This scoping review defines the current landscape of research in serious games for health research targeting behavioral and cognitive outcomes in adults with chronic disease. Studies have addressed a variety of patient populations and diverse patient outcomes. Researchers wanting to build on the current research should integrate theoretical frameworks into the design of the intervention and trial to more clearly articulate the active ingredients and mechanisms of serious games.

scholarly journals Diagnostic Markers of User Experience, Play, and Learning for Digital Serious Games: A Conceptual Framework Study (Preprint)

2019 ◽  
Author(s):  
Jun Wen Tan ◽  
Nabil Zary
Keyword(s):  
Health Care ◽  
Conceptual Framework ◽  
Diagnostic Criteria ◽  
User Experience ◽  
Video Game ◽  
Serious Games ◽  
Test Validity ◽  
Serious Game ◽  
Future Research ◽  
E Learning

BACKGROUND Serious games for medical education have seen a resurgence in recent years, partly due to the growth of the video game industry and the ability of such games to support learning achievements. However, there is little consensus on what the serious and game components in a serious game are composed of. As a result, electronic learning (e-learning) and medical simulation modules are sometimes mislabeled as serious games. We hypothesize that one of the main reasons is the difficulty for a medical educator to systematically and accurately evaluate key aspects of serious games. OBJECTIVE This study aimed to identify markers that can evaluate serious games and distinguish between serious games, entertainment games, and e-learning. METHODS Jabareen’s eight-phase framework-building procedure was used to identify the core markers of a serious game. The procedure was modified slightly to elicit “diagnostic criteria” as opposed to its original purpose of a conceptual framework. Following the identification of purported markers, the newly developed markers were tested on a series of freely available health care serious games—Dr. Game Surgeon Trouble, Staying Alive, and Touch Surgery—and the results were compared to the published test validity for each game. RESULTS Diagnostic criteria for serious games were created, comprising the clusters of User Experience (UX), Play, and Learning. Each cluster was formed from six base markers, a minimum of four of which were required for a cluster to be considered present. These criteria were tested on the three games, and Dr. Game Surgeon Trouble and Staying Alive fit the criteria to be considered a serious game. Touch Surgery did not meet the criteria, but fit the definition of an e-learning module. CONCLUSIONS The diagnostic criteria appear to accurately distinguish between serious games and mediums commonly misidentified as serious games, such as e-learning modules. However, the diagnostic criteria do not determine if a serious game will be efficacious; they only determine if it is a serious game. Future research should include a much larger sample of games designed specifically for health care purposes.

scholarly journals Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study

10.2196/21988 ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e21988
Author(s):  
Cevin Zhang ◽  
Jannicke Baalsrud Hauge ◽  
Karin Pukk Härenstam ◽  
Sebastiaan Meijer
Keyword(s):  
Health Care ◽  
Regression Analysis ◽  
Social Presence ◽  
Serious Games ◽  
Serious Game ◽  
Game Based Learning ◽  
Learning Engagement ◽  
Game Mechanics ◽  
Learning Practices ◽  
Negative Feelings

Background Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. Objective This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. Methods First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. Results A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR2 of 0.796 (F14,31=2725.49, P<.001) for the board version and 0.702 (F24,31=2635.31, P<.001) for the multiplayer online version after the learning engagement attributes. Conclusions The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.

scholarly journals Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review (Preprint)

2020 ◽  
Author(s):  
Teresa Hagan Thomas ◽  
Varshini Sivakumar ◽  
Dmitriy Babichenko ◽  
Victoria L B Grieve ◽  
Mary Lou Klem
Keyword(s):  
Chronic Illness ◽  
Health Outcomes ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Serious Games ◽  
Serious Game ◽  
Theoretical Frameworks ◽  
Scoping Reviews ◽  
Game Intervention ◽  
Games For Health

BACKGROUND Serious games for health are increasingly being used to address health outcomes in patients with chronic illnesses. These studies vary in their study designs, patient populations, frameworks, outcome variables, and degree of specificity of the serious game intervention. OBJECTIVE This scoping review aims to clarify the conceptual features of the existing research related to serious games designed to improve cognitive and behavioral outcomes in adults with chronic illness. METHODS We applied the Preferred Reporting Items of Systematic Reviews and Meta-Analysis for scoping reviews methodology, including an a priori research question. We searched 4 electronic databases to identify articles published through November 2019. Inclusion criteria encompassed (1) adults 18 years or older; (2) patients with a diagnosis of chronic illness; (3) a serious game intervention; and (4) defined patient outcomes that assess patients’ behavioral, cognitive, or health outcomes. RESULTS Of the 3305 articles identified, 38 were included in the review. We charted and analyzed the theoretical frameworks, key concepts, and outcome variables of these studies with summaries of features across articles. The majority of studies used a randomized controlled trial design (23/38, 61%), included a custom serious game intervention (22/38, 58%), and lacked a theoretical framework (25/38, 66%). Common outcome variables included quality of life (16/38, 42%), mood (15/38, 39%), cognitive function (13/38, 34%), symptoms (12/38, 32%), and physical activity (9/38, 24%). Key differences between studies included whether or not serious games aimed to train versus teach patients, be widely accessible versus tailored interventions, or replace versus complement current treatments. CONCLUSIONS This scoping review defines the current landscape of research in serious games for health research targeting behavioral and cognitive outcomes in adults with chronic disease. Studies have addressed a variety of patient populations and diverse patient outcomes. Researchers wanting to build on the current research should integrate theoretical frameworks into the design of the intervention and trial to more clearly articulate the active ingredients and mechanisms of serious games.

A Theoretical Framework for Serious Game Design

2012 ◽  
Vol 2 (4) ◽  
pp. 41-60 ◽  
Author(s):  
Pauline Rooney
Keyword(s):  
Student Learning ◽  
Game Design ◽  
Serious Games ◽  
Learning Experience ◽  
Digital Games ◽  
Theoretical Framework ◽  
Constructivist Learning ◽  
Serious Game ◽  
Immersive Technologies

It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of practice: pedagogy and game design (Kiili, 2005; Seeney & Routledge, 2009). Additionally, with the advent of sophisticated, immersive technologies, and increasing interest in the opportunities for constructivist learning offered by these technologies, concepts of fidelity and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore a triadic theoretical framework for serious game design comprising play, pedagogy and fidelity. It will outline underpinning theories, review key literatures and identify challenges and issues involved in balancing these elements in the process of serious game design.

scholarly journals Learner Analysis to Inform the Design and Development of a Serious Game for Nongaming Female Emerging Health Care Preprofessionals: Qualitative Sample Study

10.2196/16003 ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. e16003 ◽  
Author(s):  
Kevin Glover ◽  
Alec Bodzin
Keyword(s):  
Health Care ◽  
Serious Games ◽  
Health Science ◽  
Serious Game ◽  
Attitudes And Beliefs ◽  
Science Students ◽  
Design And Development ◽  
Design Elements ◽  
Learner Analysis ◽  
12Th Grade

Background Overall, 75% of health care practitioners are women, but half of all females do not play digital games of any kind. There is no consensus in the literature regarding optimal design elements to maximize the efficacy of serious games. To capitalize on the promise of serious games in health care education, it is important for instructional designers to understand the underlying learners’ values, attitudes, and beliefs that might motivate nongaming female health care preprofessional students to independently choose to persistently play serious games to mastery. Objective Specifically, the aim of this study was to seek answers to 2 questions. First, what values, attitudes, and beliefs contribute to the nongaming behaviors of 12th-grade female emerging health care preprofessionals? Second, how do the values, attitudes, and beliefs of 12th-grade female emerging health care preprofessionals align with important design features of serious games? Methods In this study, a learner analysis was conducted using semistructured interviews with 8 12th-grade college-bound female health science students to better understand learners’ values, attitudes, and beliefs to inform the design and development of a serious game. These interviewees represented a diverse subset of the female emerging health care preprofessionals who self-identified themselves as not playing games at all, not very often, or infrequently. Results The findings suggest that the study participants exhibited a complex fusion of desire for both accomplishment and affiliation. The participants were all independent, competitive, and prosocial leaders. They thought strategically and consciously self-limited their leisure time to achieve personally meaningful long-term goals. They embraced overcoming expected failures and aimed to achieve relevant high-stakes wins in all academic, athletic, extracurricular, and leisure activities they valued while consciously avoiding what they considered to be non–goal-oriented activities. Conclusions The results of this study reinforce the need for a robust learner analysis to identify the multifaceted behavioral characteristics of targeted learners before the design and development of serious games. The common characteristics of the 12th-grade female health science students in this study suggest that they will choose to invest their limited leisure time playing a personally meaningful, preprofessionally authentic serious game if the collective design elements are aligned with the students’ self-conceptualization of their present or future selves.

Sign in / Sign up

Export Citation Format

Share Document