A rapid review of serious games: From healthcare education to dental education

Sipiyaruk, Kawin; Gallagher, Jennifer E.; Hatzipanagos, Stylianos; Reynolds, Patricia

doi:10.1111/eje.12338

Cited by 69 publications

(74 citation statements)

References 38 publications

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“…The review of learning efficacy showed that serious games for health professions education are efficacious for short-term learning. The finding is consistent with studies by Sipiyaruk 48 and Connolly 49 . The former described the teaching of medicine and dentistry using serious games, and the latter was a review of the use and impact of computer and serious games in a broader context.…”

Section: Discussionsupporting

confidence: 93%

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

2019

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Objectives: To provide an overview of research trends and a review regarding the learning efficacy of serious games for health professions education taking into account short-term learning outcomes. Methods: For the review of research trends, we performed the search on Web of Science from 1996 until the present. For the scoping review on learning efficacy, ERIC, Education Source, PsychINFO, Global Health, CINAHL, Web Of Science, and Medline were searched. Results: The publications trend is characterized by three phases: (i) an exploratory phase up to 2006, (ii) an early growth from 2007 to 2012, and (iii) a development phase from 2013 onwards. A total of 25 studies were identified in the scoping review. Sixteen had both pre-test and post-test, all of them showed significant improvement in learning scores after the use of serious games. Eighteen publications conducted controlled experiments, of which 14 indicated that post-test scores after serious games were significantly higher than with conventional teaching methods. The review revealed the lack of integration of affective learning with other competencies, as well as the need for serious games targeting postgraduate education. Conclusion: Serious games research remains emergent. Using serious games for health professions education seems efficacious for short-term learning. Addressing more competencies and health professionals across the education continuum is needed before generalizable definitive statements can be made.

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Section: Discussionsupporting

confidence: 93%

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

2019

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“…Level 1 (reaction) was assessed thought questionnaires by 6 of the 7 included studies. Our results show a positive attitude related to TEL application in periodontics education, which was also emphasized by other studies in dental education 2,42‐44 . This finding might suggest that TEL implementation in undergraduate dental courses motivate students through their learning process.…”

Section: Discussionsupporting

confidence: 86%

“…Our results show a positive attitude related to TEL application in periodontics education, which was also emphasized by other studies in dental education. 2,[42][43][44] This finding might suggest that TEL implementation in undergraduate dental courses motivate students through their learning process. The application of a questionnaire to assess students' attitudes was highlighted by Shoaib et al as an essential tool in evaluating impacts on educational outcomes, especially in a leaner-center approach.…”

Section: Discussionmentioning

confidence: 88%

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Berry

Mello‐Neto

Souza

et al. 2020

Journal of Dental Education

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Objectives Technology‐enhanced learning (TEL) has been suggested as a suitable learner‐centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. Methods The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4‐level evaluation model was used to evaluate educational outcomes. Results From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students’ performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. Conclusion The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.

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“…Les résultats élevés de satisfaction montrent un certain engouement des participants pour ce mode pédagogique. Il est reconnu par plusieurs auteurs que, si les jeux sérieux dans le milieu médical offrent des résultats similaires à d'autres méthodes [19], ils peuvent fournir un soutien supplémentaire pour engager les participants et améliorer leur satisfaction [20]. L'intégration du dispositif de formation par simulation au sein de programmes de formation optimise l'impact sur le transfert des connaissances et ainsi la prévention des erreurs médicales.…”

Section: Discussionunclassified

Formation des médecins et infirmières à l’utilisation des opiacés par un jeu sérieux

Pauly

Kupferschmid

Tairraz³

et al. 2019

Douleur analg

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Malgré les formations existantes, de nouvelles stratégies pédagogiques sont nécessaires afin d’améliorer les compétences des professionnels concernant la prescription et la dispensation des opiacés. La construction d’un jeu sérieux permet d’expérimenter dans un cadre sécurisant des habilités cliniques. Les modalités de conception du contenu théorique, des aspects interactionnels et ludiques développés sont présentés. Alors que la satisfaction des participants est élevée, les résultats concernant la participation des professionnels montrent les enjeux relatifs au déploiement.

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A rapid review of serious games: From healthcare education to dental education

Cited by 69 publications

References 38 publications

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

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

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Formation des médecins et infirmières à l’utilisation des opiacés par un jeu sérieux

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