scholarly journals Game-Based Learning as a Promoter for Positive Health Behaviours in Young People

2014 ◽  
pp. 71-93 ◽  
Author(s):  
Andrew Sean Wilson
Keyword(s):  
Young People ◽  
Skill Acquisition ◽  
Computer Games ◽  
Young Patients ◽  
Self Care ◽  
Healthcare Setting ◽  
Game Based Learning ◽  
Positive Health ◽  
Educational Computer ◽  
Alternative Means

Maintaining the healthcare of young people living with long-term medical conditions is dependent upon them acquiring a range of self-care skills. Encouraging them to attain these as well as assessing their competency in them beyond the healthcare setting is challenging. The development of educational computer games like Health Heroes, Re-Mission, and Sparx have been shown to successfully improve self-care, communication, and adherence to medicines in young patients. Therefore, this medium might be an alternative means for delivery of healthcare information. In this chapter, we propose that by encapsulating healthcare processes in Game-Based Learning (GBL) either by computer games or by applying the principles of gamification, a more fun, structured, and objective process would be created, one to which young people can relate. The framework we suggest will provide doctors with an insight into how GBL could be used positively in a healthcare setting as well as provide a basis for application to other disciplines where knowledge and skill acquisition can be challenging.

scholarly journals Game-Based Learning as a Promoter for Positive Health Behaviours in Young People

Gamification ◽  
2015 ◽  
pp. 1312-1328
Author(s):  
Andrew Sean Wilson
Keyword(s):  
Young People ◽  
Skill Acquisition ◽  
Computer Games ◽  
Young Patients ◽  
Self Care ◽  
Healthcare Setting ◽  
Game Based Learning ◽  
Positive Health ◽  
Educational Computer ◽  
Alternative Means

Maintaining the healthcare of young people living with long-term medical conditions is dependent upon them acquiring a range of self-care skills. Encouraging them to attain these as well as assessing their competency in them beyond the healthcare setting is challenging. The development of educational computer games like Health Heroes, Re-Mission, and Sparx have been shown to successfully improve self-care, communication, and adherence to medicines in young patients. Therefore, this medium might be an alternative means for delivery of healthcare information. In this chapter, we propose that by encapsulating healthcare processes in Game-Based Learning (GBL) either by computer games or by applying the principles of gamification, a more fun, structured, and objective process would be created, one to which young people can relate. The framework we suggest will provide doctors with an insight into how GBL could be used positively in a healthcare setting as well as provide a basis for application to other disciplines where knowledge and skill acquisition can be challenging.

Digital Game-Based Learning

2010 ◽  
pp. 158-177
Author(s):  
Michael D. Kickmeier-Rust ◽  
Elke Mattheiss ◽  
Christina Steiner ◽  
Dietrich Albert
Keyword(s):  
Young People ◽  
Computer Games ◽  
Educational Games ◽  
Leading Edge ◽  
Emerging Technology ◽  
Game Based Learning ◽  
Educational Computer ◽  
Active Nature ◽  
Educational Computer Games ◽  
Successful Technology

Computer games are an incredibly successful technology; due to the dynamic and active nature they are perhaps even more successful and appealing than TV or movies. Facing this success and the significant amount of time young people spend on playing computer games, it is a compelling idea of educators, developers, and researchers to utilize this technology for educational purposes. In this chapter we focus on the emerging technology of digital educational games, we attempt to give a brief summary of the state-of-the-art, and we emphasize leading-edge research in this genre. Moreover, we discuss the psycho-pedagogical foundations of “good” educational computer games. Finally, we provide an outlook to the future of educational technologies.

Using Educational Computer Games for Science Teaching

2015 ◽  
pp. 345-357
Author(s):  
Ying-Tien Wu
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Computer Games ◽  
Elementary Science ◽  
Game Based Learning ◽  
Pedagogical Content ◽  
Educational Computer ◽  
Teachers Perspectives ◽  
Science Classes ◽  
Educational Computer Games

This study explored 21 elementary science teachers' experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers' perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.

Using Educational Computer Games for Science Teaching

2013 ◽  
Vol 3 (4) ◽  
pp. 16-28
Author(s):  
Ying-Tien Wu
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Computer Games ◽  
Elementary Science ◽  
Game Based Learning ◽  
Pedagogical Content ◽  
Educational Computer ◽  
Teachers Perspectives ◽  
Science Classes ◽  
Educational Computer Games

This study explored 21 elementary science teachers’ experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers’ perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.

Risk of Depression in Adolescents and Young Adults with Rheumatic Diseases

2020 ◽  
Vol 62 (1) ◽  
pp. 38-42
Author(s):  
Anna Kostiukow ◽  
Wojciech Strzelecki ◽  
Mateusz W. Romanowski ◽  
Marta Rosołek ◽  
Ewa Mojs ◽  
...  
Keyword(s):  
Young Adults ◽  
Young People ◽  
Rheumatic Diseases ◽  
Disease Risk ◽  
Statistical Significance ◽  
Energy Levels ◽  
Young Patients ◽  
Depression Scale ◽  
Adolescents And Young Adults ◽  
Control Group

Introduction: The study is aimed at drawing the attention of the medical environment to the mental health aspects of young patients as a factor that significantly influences the efficiency of their rheumatic disease treatment. Aim: This paper is to check the risk of depression among a group of adolescents and young adults with rheumatic diseases. Material and Methods: The study was conducted among a group of 68 late adolescents and young adults (18-22 years old) with rheumatic diseases. The control group consisted of 102 young people (18-22 years old) without a diagnosed chronic disease. Risk of depression was measured using a screening tool – the Kutcher Adolescent Depression Scale (KADS). Results: The analysis showed that the probability of depression in the study group was 35.3%. In the control group, this rate was 19.6%. The results were statistical significance (p=0.028). Conclusions: The results of this study prove that the risk of depression among adolescents and young adults with rheumatic diseases is significantly higher than in healthy young people. The highest risk of depression is related to feeling tired, fatigue, low energy levels and lack of motivation as well as feeling worried, nervous, panicky, tense, keyed-up and anxious.

Youth mental health competencies in regional general practice

2020 ◽  
pp. 103985622097005
Author(s):  
Oliver Smith ◽  
Jessica Bergmann ◽  
Ulrich Schall
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problem ◽  
Health Problem ◽  
Mental Health Problems ◽  
Young Patients ◽  
Youth Mental Health ◽  
Young Person ◽  
Health Issues ◽  
Hunter Region

Objective: General practitioners (GPs) are key health professionals for referrals to mental health specialists. Youth mental health issues are particularly challenging, requiring a competent assessment and understanding of appropriate referral pathways. We surveyed local GPs about their understanding of youth mental health problems and needs to competently look after young patients. Methods: GPs working in the Hunter region were contacted via email, fax and post over a 6-month period in 2019. Results: Seventy-five GPs participated. They reported 577 of 1698 (34%) of young people seen 2 weeks prior to being surveyed presented with a mental health problem. Predominantly, referrals were to private practice psychologists and Headspace. Almost a third (31%) reported having limited understanding of ‘at-risk mental state’ and are ‘not always comfortable’ when facing a young person with a mental health problem. Nearly all (95%) expressed interest in attending specialised training. GPs identified treatment costs, scarce access to psychiatrists and limited patient engagement as the main obstacles to help young people. Conclusions: Effective treatment of a mental health problem relies on early identification. GPs are seeing young people on a regular basis but don’t feel well equipped for this task and are keen to up-skill, which needs to be addressed by targeted training.

Combined Factor V Leiden (R506Q) and prothrombin G20210A genotyping in young patients presenting with deep venous thrombosis

2006 ◽  
Vol 21 (1) ◽  
pp. 24-27 ◽  
Author(s):  
A Mansilha ◽  
F Araújo ◽  
M Severo ◽  
S M Sampaio ◽  
T Toledo ◽  
...  
Keyword(s):  
Risk Factor ◽  
Young People ◽  
Venous Thrombosis ◽  
Deep Venous Thrombosis ◽  
Young Patients ◽  
Factor V Leiden ◽  
First Episode ◽  
Control Group ◽  
Factor V ◽  
Factor V Leiden Mutation

Objective: To evaluate the association between the Factor V Leiden (FV R506Q) and prothrombin gene (FII G20210A) mutations and deep venous thrombosis (DVT) in young people. Methods: Blood samples were drawn from 199 subjects: 100 healthy controls and 99 unselected patients, with an objectively documented first episode of DVT under 40 years old. DNA analysis was performed using the polymerase chain reaction. Results: The mean age in the patient cohort was 27 years (range 16–40) and 68 (68.7%) were women. Patient prevalences were 20.6% and 10.1% for FV R506Q and FII G20210A, respectively. In the control group, carrier frequencies were 2% and 5%, respectively. We found an increased overall relative risk of DVT with statistical significance for FV R506Q carriers (OR: 12.8; 95% CI: 2.9–56.7; P < 0.001), but not for FII G20210A mutation (OR: 2.1; 95% CI: 0.7–6.5; P = 0.19). Conclusions: Our results suggest a possible increase in DVT risk for the young G20210A allele carriers, which can be more expressed in the presence of a circumstantial risk factor. There is extremely strong evidence that the Factor V Leiden mutation is an important risk factor in the development of a first episode of DVT in young people.

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