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Estrada-Plana V, Martínez-Escribano A, Ros-Morente A, Mayoral M, Castro-Quintas A, Vita-Barrull N, Terés-Lleida N, March-Llanes J, Badia-Bafalluy A, Moya-Higueras J. Benefits of Playing at School: Filler Board Games Improve Visuospatial Memory and Mathematical Skills. Brain Sci 2024; 14:642. [PMID: 39061383 DOI: 10.3390/brainsci14070642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2024] [Revised: 06/12/2024] [Accepted: 06/14/2024] [Indexed: 07/28/2024] Open
Abstract
The aim of the study was to test the effectiveness of cognitive interventions based on modern board games in school settings to improve memory outcomes and math skills. A parallel, quasi-experimental study was carried out with children (n = 234) into third and fourth grades (8-10 years old). School centres were allocated into a general domain intervention (playing memory board games), a specific domain intervention (playing mathematical board games) or a control group (regular classes without playing). Teachers carried out bi-weekly sessions during the last 30 min of mathematical lessons (8 weeks, 15 sessions). Before and after intervention, we individually measured verbal and visuospatial memory outcomes (short-term memory and working memory updating) and mathematical skills (number operations, number ranking, number production and problem solving). The results showed significant transfer effects of both memory and math trainings. In third grade, we found that playing math games showed medium-large effect sizes in visuospatial short-term memory and updating memory, number operations and number ranking compared to the control group. In fourth grade, we found that playing memory games showed significant small effect sizes in problem solving compared to the control group. Playing board games could be a methodology that enhances cognitive and mathematical development in children.
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Affiliation(s)
- Verónica Estrada-Plana
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
| | - Andrea Martínez-Escribano
- Parc Sanitari de Sant Joan de Déu de Sant Boi, C/del Antoni Pujadas, 42, 08830 Sant Boi de Llobregat, Spain
| | - Agnès Ros-Morente
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
| | - Maria Mayoral
- Instituto de Investigación Sanitaria Gregorio Marañón (IISGM), 28009 Madrid, Spain
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Agueda Castro-Quintas
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, 28029 Madrid, Spain
- Faculty of Biology, University of Barcelona, 08007 Barcelona, Spain
| | - Nuria Vita-Barrull
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
| | - Núria Terés-Lleida
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
| | - Jaume March-Llanes
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
| | - Ares Badia-Bafalluy
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
| | - Jorge Moya-Higueras
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain
- Faculty of Biology, University of Barcelona, 08007 Barcelona, Spain
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Liu Y, Zhang C, Zhao J, Han T. The Effect of a Reminiscence Therapy-Based Hybrid Board Game on Anxiety and Loneliness Levels in Older Adults: An Experimental Study. Games Health J 2024; 13:120-127. [PMID: 38530224 DOI: 10.1089/g4h.2023.0062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/27/2024] Open
Abstract
Background: Anxiety and loneliness are prevalent psychological issues faced by older adults. To tackle these concerns, group reminiscence therapy has been widely recognized as an effective non-pharmacological form of intervention. Despite its proven efficacy, the implementation of this therapy normally requires professional guidance, limiting its accessibility to specialized institutions such as hospitals. Objective: In this study, the objective is to empirically validate the effectiveness of a reminiscence therapy-based hybrid board game, Journey of Memories, in reducing anxiety and loneliness among older adults. Method: We conducted a 12-day randomized controlled study. A total of 38 elderly participants aged between 61 and 75 were recruited. They were randomly assigned to an experimental group (consisting of 20 individuals) and a control group (consisting of 18 individuals). Participants in the experimental group were required to engage in three sessions of the Journey of Memories hybrid board game intervention, with a 5-day interval between each session. No intervention was administered to participants in the control group. Results: The results found that after 3 sessions of board game-based reminiscence therapy, 20 participants in the experimental group showed significant reductions in anxiety levels (the State Anxiety subscale of State-Trait Anxiety Inventory [STAI-S] average scores decreased from 43.83 to 41.05, P = 0.000, the Trait Anxiety subscale State-Trait Anxiety Inventory [STAI-T] average scores decreased from 46.72 to 43.61, P = 0.030) and loneliness levels (UCLA Loneliness Scale [UCLA] average scores decreased from 39.11 to 36.11, P = 0.002). In addition, participants reported high scores of usability (3.77/5) and user experience (4.08/5). Conclusion: These results demonstrate that the hybrid board game can effectively reduce older adults' feelings of anxiety and loneliness while providing a satisfactory user experience, motivating them to participate in group reminiscence therapy.
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Affiliation(s)
- Yunhan Liu
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Chenqi Zhang
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Jianan Zhao
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Ting Han
- School of Design, Shanghai Jiao Tong University, Shanghai, China
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Tsai CC, Chen PY, Tsai MY, Wu CS, Chen MF. The effect of a bone-preserving board game program on the knowledge, attitudes and preventive behaviors of osteoporosis in older adults. Geriatr Nurs 2024; 56:212-217. [PMID: 38364614 DOI: 10.1016/j.gerinurse.2024.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 01/15/2024] [Accepted: 02/01/2024] [Indexed: 02/18/2024]
Abstract
Osteoporosis predisposes to fractures, which affect the quality of life and can be life-threatening. However, the knowledge, attitudes and preventive behaviors of osteoporosis in older adults are insufficient. The aim of this paper was to develop and test the effect of a bone-preserving board game program among older adults. A convenience sample of 85 older adults recruited from two community activity centers in southern Taiwan were assigned to either an experimental group or a control group. The experimental group played a bone-preserving board game for 4 weeks, and the control group participated in routine community center activities. The generalized estimating equation showed significantly larger improvements in knowledge, attitudes, and preventive behaviors in the experimental group than in the control group. Board games designed for older adults can support public health education and help prevent osteoporosis. Our results provide a reference for educators, clinical practitioners and researchers.
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Affiliation(s)
- Chun-Chin Tsai
- Department of Refrigeration, Air- Conditioning and Energy Engineering, Far East University, Tainan, Taiwan
| | - Pin-Yu Chen
- Department of Nursing, Fooyin University student, Taiwan
| | - Mu-Yun Tsai
- Graduate Institute of Education, National Changhua University of Education, Taiwan
| | - Chia-Shan Wu
- Department of Nursing, National Tainan Junior College of Nursing, Taiwan
| | - Mei-Fang Chen
- Department of Nursing, National Tainan Junior College of Nursing, Taiwan.
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Almeida IS, Pinto C, Lima A, Moreira T, Fernandes CS. Game4NurseSupervisor: Development of a board game for nursing mentoring. Nurse Educ Pract 2024; 76:103939. [PMID: 38479089 DOI: 10.1016/j.nepr.2024.103939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Revised: 02/29/2024] [Accepted: 03/06/2024] [Indexed: 04/08/2024]
Abstract
AIM To describe the stages of developing a board game prototype to promote knowledge about nursing mentorship. BACKGROUND Clinical supervision in nursing is a vital strategy for the quality of care. The use of gamification through a board game can enhance knowledge about mentoring in nursing. DESIGN We present a pilot study describing the development phases of the board game "Game4NurseSupervisor®." METHODS The study comprised three phases. The first phase involved a modified e-Delphi study with experts to collect and validate the content to be integrated into the board game. The second phase focused on constructing the prototype of the board game. Finally, the third phase involved testing the prototype in sessions held in two healthcare units, followed by an evaluation through a questionnaire. RESULTS The e-Delphi study, involving a panel composed of 59 experts, progressed through two rounds, resulting in 61 cards divided into four categories. The second phase involved constructing the board game, incorporating interactive elements such as "Game4NurseSupervisor®." In the third phase, 25 nurses, consisting of clinical practice nurses, participated in the testing phase and expressed satisfaction with the game. Highlighted benefits included reflective, playful, dynamic, interactive and educational aspects. CONCLUSIONS The conclusions suggest that "Game4NurseSupervisor®" could be a valuable tool for promoting knowledge about nursing mentorship, providing an innovative and interactive approach to skill development. This study makes a valuable contribution by addressing a previously unexplored aspect of nurse mentor training: the potential of board games.
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Affiliation(s)
- Inês Santos Almeida
- Prelada Hospital - Porto-Burn Unit/Special Care Unit Register Nurse, Portugal
| | - Cristina Pinto
- Porto Higher School of Nursing, Porto, Portugal; Research Center for Health Technologies and Services and Health Research Network (CINTESIS@RISE), Portugal
| | - Andreia Lima
- Research Center for Health Technologies and Services (CINTESIS@RISE), Higher School of Health, Polytechnic Institute of Viana do Castelo, Portugal
| | - Teresa Moreira
- Research Center for Health Technologies and Services (CINTESIS@RISE), Institute of Research, Innovation and Development Fernando Pessoa Foundation, Porto 4200-253, Portugal
| | - Carla Sílvia Fernandes
- Porto Higher School of Nursing, Porto, Portugal; Association ADITGames, Portugal; Research Center for Health Technologies and Services and Health Research Network (CINTESIS@RISE), Portugal.
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Vita-Barrull N, Estrada-Plana V, March-Llanes J, Guzmán N, Fernández-Muñoz C, Ayesa R, Moya-Higueras J. Board game-based intervention to improve executive functions and academic skills in rural schools: A randomized controlled trial. Trends Neurosci Educ 2023; 33:100216. [PMID: 38049295 DOI: 10.1016/j.tine.2023.100216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 09/22/2023] [Accepted: 09/24/2023] [Indexed: 12/06/2023]
Abstract
INTRODUCTION This research intends to increase the knowledge about the use of board games in the classroom to train executive functions and academic skills. 99 children from rural schools were assessed in executive functions and academic skills. METHODS Through a randomized controlled trial, they were assigned to a playing group (n = 51) and an active control group (regular classes without games, n = 48). Play program consisted of 12 sessions for 6 weeks with eight commercial board games. RESULTS In flexibility, the playing group was significantly faster after the program (p= = .01, d = 0.76), but not the control group (p = .23; d = 0.35). Both groups improved in the academic tasks, but the significance in calculus was greater in the playing group (p = .00; d = 2.19) than in the control group (p = .01; d = 0.97). DISCUSION The use of board games during school hours could be as good or better methodology for cognitive training and learning academic skills than regular classes.
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Affiliation(s)
| | | | | | | | | | - Rosa Ayesa
- Center for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain; Research Group on Mental Illnesses, Valdecilla Biomedical Research Institute (IDIVAL), Santander, Spain; Department of Molecular Biology, School of Medicine, University of Cantabria, Santander, Spain
| | - Jorge Moya-Higueras
- Department of Psychology, University of Lleida, Lleida, Spain; Center for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain.
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Wu CS, Chen MF, Hwang HL, Lee BO. Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: An experimental design. Nurse Educ Pract 2023; 70:103657. [PMID: 37207376 DOI: 10.1016/j.nepr.2023.103657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 03/23/2023] [Accepted: 05/04/2023] [Indexed: 05/21/2023]
Abstract
AIM To examine the effectiveness of a psychiatric nursing board game in an undergraduate psychiatric nursing course. BACKGROUND Didactic teaching fails to assist students in deepening their understanding of abstract concepts in psychiatric nursing. The game-based learning of professional courses can address the demands of digital-age students, which may improve their learning outcomes. DESIGN A parallel two-arm experimental design was adopted in a nursing college in southern Taiwan. METHODS The participants were fourth-year students enroled in a college nursing programme in southern Taiwan. Simple random sampling was used to divide the class into intervention and control groups. The former participated in an eight-week game-based intervention course, while the latter continued to receive traditional instruction. In addition to collecting the students' demographic data, three structural questionnaires were developed to examine the variation in students' nursing knowledge and attitudes toward psychiatric nursing, as well as their learning satisfaction before and after the intervention. RESULTS There were a total of 106 participants, with 53 in each group. After the intervention, the two groups were significantly different in terms of their psychiatric nursing knowledge, attitudes and self-reported learning satisfaction. The intervention group's scores were significantly higher than those of the control group across all three dimensions. This suggests the positive effects of the board game intervention on students' learning outcomes. CONCLUSION The research outcome can be applied in formative and undergraduate nursing education in teaching psychiatric nursing globally. The game-based learning materials developed can be used to train psychiatric nursing teachers. Future studies should recruit a larger sample and increase the follow-up time for assessing students' learning outcomes, as well as examine the similarities and differences in the learning outcomes of students from different educational systems.
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Affiliation(s)
- Chia-Shan Wu
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Mei-Fang Chen
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Huei-Lih Hwang
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Rodrigo-Yanguas M, Martín-Moratinos M, González-Tardón C, Sanchez-Sanchez F, Royuela A, Bella-Fernández M, Blasco-Fontecilla H. Effectiveness of a Personalized, Chess-Based Training Serious Video Game in the Treatment of Adolescents and Young Adults With Attention-Deficit/Hyperactivity Disorder: Randomized Controlled Trial. JMIR Serious Games 2023; 11:e39874. [PMID: 37093628 PMCID: PMC10167585 DOI: 10.2196/39874] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 12/13/2022] [Accepted: 01/21/2023] [Indexed: 04/25/2023] Open
Abstract
BACKGROUND Compared with traditional approaches, gaming strategies are promising interventions for the treatment of attention-deficit/hyperactivity disorder (ADHD). We developed a serious game, The Secret Trail of Moon (TSTM), for ADHD treatment. OBJECTIVE The main objective of this clinical trial was to demonstrate the effectiveness of an add-on, either TSTM or Therapeutic Chess (TC), in previously optimally drug-titrated, clinically stable patients with ADHD. METHODS This study is a prospective, unicentric, randomized clinical trial in clinically stable patients with ADHD, aged 12 to 22 years. The TSTM (n=35) and TC groups (n=34) performed 12 weekly sessions of their respective treatments. The control group (CG) patients (n=35) were called by phone every week, but they received no cognitive intervention. The primary end point was the change from baseline to end point in the parent "Behavior Rating Inventory of Executive Function-2" (BRIEF-2; patients' parents) in the per-protocol population (31 serious videogame: 24 TC and 34 CG). RESULTS Our study failed to probe clear-cut improvements in the global score of the BRIEF-2. However, the TC group showed improvements in measures of emotional control, emotional regulation, and inattention. The TSTM group showed improvements in measures of emotional regulation, inattention, and school context. CONCLUSIONS TSTM and TC did not improve executive function symptoms, but they improved ADHD symptomatology related to emotional regulation. Further studies with bigger samples are required to confirm these preliminary findings. TRIAL REGISTRATION ClinicalTrials.gov NCT04355065; https://clinicaltrials.gov/ct2/show/NCT04355065.
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Affiliation(s)
- María Rodrigo-Yanguas
- Servicio de Psiquiatría, Hospital Universitario Puerta de Hierro Majadahonda, Majadahonda, Spain
- Facultad de Medicina, Universidad Autónoma de Madrid, Madrid, Spain
| | - Marina Martín-Moratinos
- Servicio de Psiquiatría, Hospital Universitario Puerta de Hierro Majadahonda, Majadahonda, Spain
- Facultad de Medicina, Universidad Autónoma de Madrid, Madrid, Spain
| | | | | | - Ana Royuela
- Biostatistics Unit, Hospital Universitario Puerta de Hierro Majadahonda, Madrid, Spain
- Consorcio de Investigación Biomédica en Red: Epidemiología y Salud Pública, Madrid, Spain
| | - Marcos Bella-Fernández
- Servicio de Psiquiatría, Hospital Universitario Puerta de Hierro Majadahonda, Majadahonda, Spain
- Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain
- Departamento de Psicología, Universidad Pontificia de Comillas, Madrid, Spain
| | - Hilario Blasco-Fontecilla
- Servicio de Psiquiatría, Hospital Universitario Puerta de Hierro Majadahonda, Majadahonda, Spain
- Facultad de Medicina, Universidad Autónoma de Madrid, Madrid, Spain
- Consorcio de Investigación Biomédica en Red: Salud Mental, Madrid, Spain
- Ita Mental Health, Madrid, Spain
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da Silva Carvalho I, Mendes RCMG, de Souza Soares Lima LH, da Silva GP, de Freitas Gonçalves Lima M, Guedes TG, Linhares FMP. Effect of a board game on imprisoned women's knowledge about sexually transmitted infections: a quasi-experimental study. BMC Public Health 2023; 23:690. [PMID: 37055825 PMCID: PMC10099001 DOI: 10.1186/s12889-023-15646-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 04/10/2023] [Indexed: 04/15/2023] Open
Abstract
INTRODUCTION Board games can be used as a playful educational practice in the teaching and learning process, as they constitute an educational technology that can be a source of health knowledge and an aid in decision-making. The objective of this research was to assess the effect of a board game on imprisoned women's knowledge about STIs. METHODS A quasi-experimental study was conducted in 2022 with 64 imprisoned women who were students at a school located in a prison unit from the city of Recife, state of Pernambuco, Brazil. A 32-item instrument was used to assess knowledge about sexually transmitted infections before, immediately after the intervention and at 15 days. The intervention consisted in applying the Previna board game in a classroom. All the analyses were performed in the Stata software, version 16.0, with a 5% significance level. RESULTS The knowledge mean in the pre-test was 23.62 (± 3.23) points, whereas it rose to 27.93 (± 2,28) in the immediate post-test, dropping to 27.34 (± 2.37) (p < 0.001) in post-test 2, which was performed 15 days after the intervention. There was a statistically significant difference in the means obtained between the pre-test and the immediate post-test (p < 0.001), with a difference of 4.241 points, as well as between the pre-test and post-test 2 (p < 0.001), a difference of 3.846 spots. CONCLUSIONS The Previna board game significantly increased its players' knowledge about STIs, and such increase in knowledge remained significant during the follow-up period.
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Affiliation(s)
| | | | | | | | | | - Tatiane Gomes Guedes
- Graduate Program in Nursing, Federal University of Pernambuco, Recife, PE, Brazil
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Evaluation of the decision-making process within the table-top exercise of the Terror and Disaster Surgical Care (TDSC ®) course. Eur J Trauma Emerg Surg 2023; 49:607-617. [PMID: 36792724 PMCID: PMC9931164 DOI: 10.1007/s00068-022-02217-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Accepted: 12/11/2022] [Indexed: 02/17/2023]
Abstract
PURPOSE The threat of terror is omnipresent in Europe and the number of attacks worldwide is increasing. The target of attacks in Europe is usually the civilian population. Incalculable dangerous situations at the scene of the event and severe injury patterns such as complex gunshot and explosion injuries with a high number of highly life-threatening people present rescue forces, emergency physicians and subsequently hospitals with medical, organizational as well as tactical and strategic challenges. The Terror and Disaster Surgical Care (TDSC®) course trains clinical decision-makers to meet these challenges of a TerrorMASCAL in the first 24-48 h. METHODS A table-top exercise was developed for the TDSC® course as a decision training tool, which was prospectively evaluated in six courses. The evaluation took place in 3 courses of the version 1.0, in 3 courses in the further developed version 2.0 to different target values like, e.g., the accuracy of the in-hospital triage. Furthermore, 16 TDSC® course instructors were evaluated. RESULTS For the evaluation, n = 360 patient charts for version 1.0 and n = 369 for version 2.0 could be evaluated. Overall, the table-top exercise was found to be suitable for training of internal clinical decision makers. Version 2.0 was also able to depict the action and decision-making paths in a stable and valid manner compared to the previous version 1.0. The evaluation of the instructors also confirmed the further value and improvement of version 2.0. CONCLUSION With this prospective study, the table-top exercise of the TDSC® course was tested for decision stability and consistency of the participants' decision paths. This could be proven for the selected target variables, it further showed an improvement of the training situation. A further development of the table-top exercise, in particular also using digital modules, will allow a further optimization. http://www.bundeswehrkrankenhaus-ulm.de.
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Abstract
OBJECTIVE There has been increasing recognition of the potential of games in health; however, knowledge of their application in palliative care is lacking. Therefore, this study aimed to identify and map the available evidence on the use of games in palliative care, analyzing how research has been conducted on this topic and identifying gaps in knowledge. METHOD A scoping review was carried out. The literature search was conducted using the respective descriptors and search syntax appropriate to each of the databases searched. The review included all study types with no time limits. RESULTS Of the 685 articles initially identified, 53 were included for final analysis. Several different game types were identified, with the majority of studies using role-play (n = 29) and card games (n = 17). The games analyzed were essentially aimed at empowering patients (n = 14), and in some cases, extended to families or caregivers, as well as to medical and nursing students. The analysis of the articles in this review resulted in two major themes: Role-playing for training in palliative care and card games to discuss end-of-life care. SIGNIFICANCE OF RESULTS Games allow space for the expression of emotions and promote creativity. They can be applied both in a training context, to enable health professionals to develop essential skills in palliative care, and for patients, families, and caregivers, allowing them to talk about serious things while playing.
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Arayapisit T, Pojmonpiti D, Dansirisomboon K, Jitverananrangsri K, Poosontipong D, Sipiyaruk K. An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches. ANATOMICAL SCIENCES EDUCATION 2023. [PMID: 36695535 DOI: 10.1002/ase.2257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Revised: 12/28/2022] [Accepted: 01/21/2023] [Indexed: 06/17/2023]
Abstract
Odontogenic orofacial space infection is an important topic in the dental curriculum. However, dental students do encounter difficulties in identifying the patterns of odontogenic infection spreading through fascial spaces. The implementation of game concepts might allow them to actively learn this topic by engagement. This research aimed to develop a game for learning about the orofacial spaces and to evaluate its implementation whether a competitive or collaborative approach would be more effective for dental undergraduates. 'Trace the Spread' has been developed as a table-top board game, consisting of a main board presenting the anatomical map of a human model and two types of cards (quest and action cards). Eight groups of four students were randomly assigned into either the collaboration or competition group. The students were given pre- and post-knowledge assessments to evaluate knowledge improvement after game completion, where they were asked to rate their satisfaction toward the game using a paper-based questionnaire. The findings demonstrated a significant increase in the knowledge assessment scores after game completion in both collaboration (p < 0.001) and competition groups (p = 0.003). The score improvement of the collaboration group was significantly higher than that of the competition group (p < 0.001). The students tended to show satisfaction with the game, in which the collaboration group rated the game more positively compared to the competitive approach. This game appeared to be effective for learning orofacial space infections, and the learning environment within the collaborative group was found to be more supportive in terms of knowledge improvement and satisfaction.
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Affiliation(s)
- Tawepong Arayapisit
- Department of Anatomy, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Dittakul Pojmonpiti
- Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Karn Dansirisomboon
- Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | | | - Donaya Poosontipong
- Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Kawin Sipiyaruk
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
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Saraf T, Hegde R, Shah P. Comparison of "My Tooth the Happiest" educational game with standard dietary counseling for preference toward non-cariogenic food items in preschool children: A Randomized control trial. J Indian Soc Pedod Prev Dent 2023; 41:35-42. [PMID: 37282410 DOI: 10.4103/jisppd.jisppd_93_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/08/2023] Open
Abstract
Background A change in food preferences is difficult to bring about, thus there is a need of an innovative tool which would cater to the developing cognition of the child but at the same time be fun and engaging. Aim To assess and compare playing "My tooth the happiest" an educational game with standard dietary counseling in preschool children for preference for noncariogenic food items. Settings and Design Randomized controlled trial. Materials and Methods The parents of 51 children aged between 4 and 6 years, answered a preintervention questionnaire on the daily food preferences of their children and were scored as per the scale which depicted the frequency status of dietary preferences. In Group A, 25 children played the educational game "My tooth the Happiest" and Group B of 26 children were given verbal dietary counseling. A postintervention questionnaire was answered by the parents on the 8th, 16th, and 30th days and were scored as per the scale. Statistical Analysis The intergroup comparison of Group A and Group B was done by Mann-Whitney test and the intra-group analysis by Friedman's test. Results The inter-group analysis showed a highly significant (P < 0.01) result at the 8th, 16th, and 30th day with lower mean scores in Group A than Group B. The intragroup analysis within both the groups showed a highly significant change (P < 0.01). Conclusions Playing an inexpensive, fun, educational game could be a "Game changer" for dietary counseling in pediatric dentistry for preschoolers.
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Affiliation(s)
- Tanvi Saraf
- Departments of Pediatric and Preventive Dentistry, Bharati Vidyapeeth (Deemed to be University) Dental College and Hospital, Pune, Maharashtra, India
| | - Rahul Hegde
- D. Y. Patil Dental College, Pune, Maharashtra, India
| | - Preetam Shah
- Departments of Pediatric and Preventive Dentistry, Bharati Vidyapeeth (Deemed to be University) Dental College and Hospital, Pune, Maharashtra, India
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K RSK, Deshpande AP, Ankola AV, Sankeshwari RM, Jalihal S, Hampiholi V, Khot AJP, Hebbal M, Kotha SL, S LK. Effectiveness of a Visual Interactive Game on Oral Hygiene Knowledge, Practices, and Clinical Parameters among Adolescents: A Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121828. [PMID: 36553272 PMCID: PMC9776468 DOI: 10.3390/children9121828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Revised: 11/21/2022] [Accepted: 11/23/2022] [Indexed: 11/29/2022]
Abstract
This study aimed to evaluate the effect of a novel interactive game-based visual performance technique (IGVP) and conventional oral health educational (OHE) talk on plaque control, gingival health, and oral hygiene knowledge and practices in 12−15-year-old schoolchildren. A single-blinded randomized controlled trial was undertaken in a private primary school in Belagavi, Karnataka, India. A total of 100 children aged 12−15 years were randomly assigned to either a conventional OHE talk (control group, n = 50) or the IGVP technique (test group, n = 50), using a computer-generated table of random numbers. A self-designed, pre-validated closed-ended questionnaire was collected from both groups, followed by clinical examination carried out using gingival and plaque index, pre- and post-intervention, at three months follow-up. There was a significant reduction in the mean gingival score and plaque score in the test group after intervention, indicating a 58.7% and 63.4% reduction, when compared to the control group, which had a 2.8% and 0.7% reduction, respectively (p < 0.001). The test group showed a significant increase in the percentage of knowledge gained (22.4%), compared to control group (7.8%). The IGVP technique proved to be more effective than a conventional OHE talk in the reduction of the plaque score, gingival score, and in the improvement of the knowledge of oral hygiene maintenance and its application.
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Affiliation(s)
- Ram Surath Kumar K
- Department of Public Health Dentistry, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Apurva Prashant Deshpande
- Department of Public Health Dentistry, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Anil V. Ankola
- Department of Public Health Dentistry, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Roopali M. Sankeshwari
- Department of Public Health Dentistry, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Sagar Jalihal
- Department of Public Health Dentistry, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Vinuta Hampiholi
- Department of Periodontics, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Atrey J. Pai Khot
- Department of Public Health Dentistry, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
| | - Mamata Hebbal
- Department of Preventive Dental Sciences, College of Dentistry, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Sree Lalita Kotha
- Department of Basic Dental Sciences, College of Dentistry, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
- Correspondence: ; Tel.: +966-11-8234922
| | - Lokesh Kumar S
- Department of Oral Medicine and Radiology, KAHER’s KLE Vishwanath Katti Institute of Dental Sciences, JNMC Campus, Nehru Nagar, Belagavi 590010, Karnataka, India
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Gauthier A, Rizvi S, Cukurova M, Mavrikis M. Is it time we get real? A systematic review of the potential of data-driven technologies to address teachers' implicit biases. Front Artif Intell 2022; 5:994967. [PMID: 36304958 PMCID: PMC9592763 DOI: 10.3389/frai.2022.994967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Accepted: 09/20/2022] [Indexed: 11/29/2022] Open
Abstract
Data-driven technologies for education, such as artificial intelligence in education (AIEd) systems, learning analytics dashboards, open learner models, and other applications, are often created with an aspiration to help teachers make better, evidence-informed decisions in the classroom. Addressing gender, racial, and other biases inherent to data and algorithms in such applications is seen as a way to increase the responsibility of these systems and has been the focus of much of the research in the field, including systematic reviews. However, implicit biases can also be held by teachers. To the best of our knowledge, this systematic literature review is the first of its kind to investigate what kinds of teacher biases have been impacted by data-driven technologies, how or if these technologies were designed to challenge these biases, and which strategies were most effective at promoting equitable teaching behaviors and decision making. Following PRISMA guidelines, a search of five databases returned n = 359 records of which only n = 2 studies by a single research team were identified as relevant. The findings show that there is minimal evidence that data-driven technologies have been evaluated in their capacity for supporting teachers to make less biased decisions or promote equitable teaching behaviors, even though this capacity is often used as one of the core arguments for the use of data-driven technologies in education. By examining these two studies in conjunction with related studies that did not meet the eligibility criteria during the full-text review, we reveal the approaches that could play an effective role in mitigating teachers' biases, as well as ones that may perpetuate biases. We conclude by summarizing directions for future research that should seek to directly confront teachers' biases through explicit design strategies within teacher tools, to ensure that the impact of biases of both technology (including data, algorithms, models etc.) and teachers are minimized. We propose an extended framework to support future research and design in this area, through motivational, cognitive, and technological debiasing strategies.
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Affiliation(s)
- Andrea Gauthier
- UCL Knowledge Lab, Department of Culture, Communication and Media, IOE UCL's Faculty of Education and Society, University College London, London, United Kingdom
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15
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Vitale V, Bonelli F, Conte G, Orsetti C, Van Galen G, Verwilghen D, Sgorbini M. Novel Board Game versus Active Case-Based Discussion to Teach Final-Year Veterinary Students the Diagnostic Approach to Clinical Cases. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022:e20210016. [PMID: 36049070 DOI: 10.3138/jvme-2021-0016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Traditional lectures, where students listen passively, often do not reflect the complexity of real-life decision-making situations. Furthermore, modern students are using online devices for daily activities, and this has a challenging side effect for educators, as many people these days can only maintain their focus if topics are discussed in concise and engaging ways. For these reasons, there is growing interest in the use of games for educational purposes. The aim of this study was to introduce a board game based on the Clue game for final-year veterinary students during their practical activity in large animal medicine. This type of learning process was compared with a classical case-based discussion and evaluated via a survey delivered to the students to both test their acquired knowledge and obtain their evaluation of the activity. A total of 49 students were enrolled in this study. While the board game was evaluated significatively better than the traditional class, no statistically significant differences were observed for the answers given to questions assessing their veterinary skills. The proposed game requires few resources other than a case-based visual materials and analyses from clinical patients, a board, two dice, and some imagination to create cases at the appropriate level for students' knowledge. We conclude that this board game-based activity represents innovative techniques to teach clinical approaches in an interactive way with the same utility as a traditional class but is more enjoyable for the students.
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Maresch I, Kampman H. Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources. INTERNATIONAL JOURNAL OF APPLIED POSITIVE PSYCHOLOGY 2022; 8:1-33. [PMID: 35990999 PMCID: PMC9375186 DOI: 10.1007/s41042-022-00069-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/22/2022] [Indexed: 11/01/2022]
Abstract
In the current climate of Covid-19 and world-wide social distancing, the mental health toll has been widely reported, with an expectation that the negative impact will last beyond the lockdowns. Facing the prospect of an unknown future and continuing challenges, resilience is both topical and necessary. With a call for digitally delivered interventions to help people affected by the pandemic, this study explores how playing an online positive psychology-informed board game supported people to recognise resources for resilience. Sixteen multi-national participants played in groups of 3-4 and qualitative data, collected via focus groups, was analysed using Thematic Analysis. Participants described a broadening of resources, primarily through reflecting on and remembering prior strategies and successes. Four themes are identified which, it is suggested, facilitated this in a sequential, upward spiral; the game mechanisms (release), psychological safety (reflect), meaningful conversations (remember) and anchoring of prior experiences (reuse). Critically, this study suggests that psychological safety may have been amplified by the online environment, which participants suggested enabled them to engage without interruption or inhibition. Additionally, whilst not part of the original intervention, the post-game reflection played an essential role in meaning-making and transferring learning into real-life. Future research into how online environments might not just facilitate but augment interventions is recommended. Finally, this study calls for further research into the impact of playful positive psychology interventions, suggesting a potential development of 'serious play' towards 'seriously positive play'.
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Affiliation(s)
- Imogen Maresch
- School of Psychology, University of East London, Water Lane, E15 3LZ London, UK
| | - Hanna Kampman
- School of Psychology, University of East London, Water Lane, E15 3LZ London, UK
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The Effectiveness of a Thanks, Sorry, Love, and Farewell Board Game in Older People in Taiwan: A Quasi-Experimental Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19053146. [PMID: 35270838 PMCID: PMC8910523 DOI: 10.3390/ijerph19053146] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 02/28/2022] [Accepted: 03/04/2022] [Indexed: 02/05/2023]
Abstract
The objective of this study is to examine the effectiveness of the four themes of life ("thanks, sorry, love, and farewell") board game to enhance interpersonal communication, interpersonal relationships, and self-efficacy; and decrease loneliness. The participants were a convenience sample of 91 older people recruited from two community activity centers in Taiwan. Using a quasi-experimental method, participants from one of the community activity centers were enrolled as the experimental group, and participants from the other center were enrolled as the control group. The experimental group played the four themes of life board game for 4 weeks. The control group participated in routine community center activities. Compared to the control group, the experimental group had statistically significantly larger improvements in scores on interpersonal communication, self-efficacy, and loneliness at 3 months after the end of the intervention. This study provides a reference for the design interventions for promoting health in older people.
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18
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Egashira M, Son D, Ema A. Serious Game for Change in Behavioral Intention Toward Lifestyle-Related Diseases: Experimental Study With Structural Equation Modeling Using the Theory of Planned Behavior. JMIR Serious Games 2022; 10:e28982. [PMID: 35188465 PMCID: PMC8902675 DOI: 10.2196/28982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 11/01/2021] [Accepted: 11/13/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Health activities should be tailored to individual lifestyles and values. To raise awareness of health behaviors, various practices related to health education, such as interactive activities among individuals with different backgrounds, have been developed. Moreover, serious games have been used as a tool for facilitating communication. However, there have been few investigations that are based on the framework of the theory of planned behavior on the mechanisms of health-related behavioral intention change from playing serious games. OBJECTIVE We aimed to investigate the mechanisms of behavioral intention change among various age groups after an intervention using a serious game to increase awareness of lifestyle-related diseases. METHODS Adults, undergraduates, and high school students played a serious game, called Negotiation Battle, and answered a questionnaire-Gaming Event Assessment Form for Lifestyle-related Diseases-before, immediately after, and 2-4 weeks after the game. The questionnaire was composed of 16 items based on the theory of planned behavior. We used structural equation modeling to compare responses from the 3 groups. RESULTS For all 3 age groups (adults: mean 43.4 years, range 23-67 years; undergraduates: mean 20.9 years, range 19-34 years; high school students: mean 17.9 years, 17-18 years), perceived behavior control was the key factor of behavioral intention change. Immediately after the game, causal relationships between perceived behavioral control and behavioral intention were enhanced or maintained for all groups-adults (before: path coefficient 1.030, P<.001; after: path coefficient 2.045, P=.01), undergraduates (before: path coefficient 0.568, P=.004; after: path coefficient 0.737, P=.001), and high school students (before: path coefficient 14.543, P=.97; after: path coefficient 0.791, P<.001). Analysis of free descriptions after intervention suggested that experiencing dilemma is related to learning and behavioral intention. CONCLUSIONS The study revealed that the serious game changed the behavioral intention of adolescents and adults regarding lifestyle-related diseases, and changes in perceived behavioral control mediated the alteration mechanism.
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Affiliation(s)
- Mahiro Egashira
- Division of Science Interpreter Training Program, Komaba Organization for Educational Excellence, The University of Tokyo, Tokyo, Japan
| | - Daisuke Son
- Department of Community-Based Family Medicine, Faculty of Medicine, Tottori University, Yonago, Japan
| | - Arisa Ema
- Institute for Future Initiatives, The University of Tokyo, Tokyo, Japan
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19
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Piñón-Blanco A, Vergara-Moragues E, Gutiérrez-Martínez O, Fernández-Palleiro P, Rodrigues S, Rodrigues-Amorím D, Lage-López MT, González-López A, Velasquez T, Amorim M, Lloves-Moratinos M, Viéitez-Fernández I, Sabio-Fernandez G, Graña-Torralba R, Vilar-Díaz V, Carrera-Machado I, Cancelo-Martinez J, Ferreira A, Cardoso S, Rivera-Baltanás T, Otero-Lamas F, Olivares JM, Spuch C. Efficacy of the Therapeutic Game "Trisquel" in the Treatment of Patients With Substance-Related Disorders Randomized Clinical Study. Front Psychiatry 2022; 13:864511. [PMID: 35586410 PMCID: PMC9108152 DOI: 10.3389/fpsyt.2022.864511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Accepted: 04/06/2022] [Indexed: 11/13/2022] Open
Abstract
Substance-related disorders (SRD) have been consistently associated with alterations both in cognitive and executive functions, which affect to patients' quality of life. The main objective of this work was to test the beneficial cognitive effects on patients with SRD after the implementation of "Trisquel," an intervention program in board game format. To check the effectiveness of Trisquel program, a group of people diagnosed with SRD was randomly assigned either to the experimental group or to the control group. The experimental group performed Trisquel structured sessions twice a week during 3 months, while the control group performed routinely conventional therapeutic activities with the same frequency and duration. Neuropsychological tests were done to both groups before and after the intervention. After the 3 months of intervention the experimental group showed the following statistically significant improvements for WAIS-III subtests: number key, symbol search, arithmetic, direct digits, inverse digits, total digits, letters-numbers in the processing speed index and in the working memory index. Regarding STROOP tests, statistically significant progress was observed in the phonetic fluency letter P, phonetic fluency letter M, phonetic fluency letter R subtests, word-reading and word-color subtests. The control group only obtained improvements for WAIS-III subtests of arithmetic, letters-numbers and in the working memory index. The results of this study confirm that "Trisquel" is an effective intervention program for people diagnosed with SRD, getting improvements in processing speed (psychomotor and reading), attentional subprocesses (focused and sustained) and executive functions (updating and inhibition).
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Affiliation(s)
- Adolfo Piñón-Blanco
- Drug Dependency Assistance Unit of Vigo City Council (CEDRO), Vigo, Spain.,Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain
| | - Esperanza Vergara-Moragues
- Departamento de Psicobiología y Metodología en Ciencias del Comportamiento, Universidad Complutense de Madrid (UCM), Madrid, Spain
| | - Olga Gutiérrez-Martínez
- Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain.,Department of Psychiatry, Hospital Álvaro Cunqueiro, SERGAS, Vigo, Spain
| | - Patricia Fernández-Palleiro
- Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain
| | - Sonia Rodrigues
- Division for the Intervention of Addictive Behaviors and Dependencies (DICAD) of the Regional Health Administration-North of Portugal, Porto, Portugal
| | - Daniela Rodrigues-Amorím
- Picower Institute for Learning and Memory, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - María Teresa Lage-López
- Citizens' Association for the Fight Against Drugs (Asociación Ciudadana de Lucha Contra la Droga), A Coruña, Spain
| | - Ana González-López
- Citizens' Association for the Fight Against Drugs (Asociación Ciudadana de Lucha Contra la Droga), A Coruña, Spain
| | | | - Mónica Amorim
- Division for the Intervention of Addictive Behaviors and Dependencies (DICAD) of the Regional Health Administration-North of Portugal, Porto, Portugal
| | - Manuel Lloves-Moratinos
- Citizens' Association for the Fight Against Drugs (Asociación Ciudadana de Lucha Contra la Droga), ACLAD-Alborada, Vigo, Spain
| | | | - Gerardo Sabio-Fernandez
- Citizens' Association for the Fight Against Drugs (Asociación Ciudadana de Lucha Contra la Droga), ACLAD-Alborada, Vigo, Spain
| | | | - Vanesa Vilar-Díaz
- Ferrol Association of Drug Addictions of Ferrol (ASFEDRO), Ferrol, Spain
| | - Indalecio Carrera-Machado
- Citizens' Association for the Fight Against Drugs (Asociación Ciudadana de Lucha Contra la Droga), A Coruña, Spain
| | - Jesús Cancelo-Martinez
- Citizens' Association for the Fight Against Drugs (Asociación Ciudadana de Lucha Contra la Droga), ACLAD-Alborada, Vigo, Spain
| | - Adelino Ferreira
- Division for the Intervention of Addictive Behaviors and Dependencies (DICAD) of the Regional Health Administration-North of Portugal, Porto, Portugal
| | - Susana Cardoso
- Division for the Intervention of Addictive Behaviors and Dependencies (DICAD) of the Regional Health Administration-North of Portugal, Porto, Portugal
| | - Tania Rivera-Baltanás
- Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain.,CIBERSAM, Centro Investigación Biomédica en Red Salud Mental, Madrid, Spain
| | - Francisco Otero-Lamas
- Drug Dependency Assistance Unit of Vigo City Council (CEDRO), Vigo, Spain.,Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain
| | - José Manuel Olivares
- Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain.,Department of Psychiatry, Hospital Álvaro Cunqueiro, SERGAS, Vigo, Spain.,CIBERSAM, Centro Investigación Biomédica en Red Salud Mental, Madrid, Spain
| | - Carlos Spuch
- Translational Neuroscience Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Vigo, Spain.,CIBERSAM, Centro Investigación Biomédica en Red Salud Mental, Madrid, Spain
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20
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Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2021.106963] [Citation(s) in RCA: 45] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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21
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Nóbrega C, Aires Pereira M, Coelho C, Brás I, Cristina Mega A, Santos C, Esteves F, Cruz R, I. Faustino-Rocha A, A. Oliveira P, Mesquita J, Vala H. Virtual Physiology: A Tool for the 21st Century. Vet Med Sci 2021. [DOI: 10.5772/intechopen.99671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Veterinary physiology is a basic curricular unit for every course within the veterinary field. It is mandatory to understand how the animal body works, and what to expect of a healthy body, in order to recognize any misfunction, and to be able to treat it. Classic physiology teaching involves wet labs, much equipment, many reagents, some animals, and a lot of time. But times are changing. In the 21st century, it is expected that the teaching and learning process can be more active and attractive, motivating students to learn better. It is necessary to understand what students like, and to introduce novelties into the school routine. The use of a game-based learning, using “new” technologies, creating virtual experiences and labs, reducing the costs of reagents, equipment, and especially reducing the use of animals, will be the future for physiology teaching.
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22
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Bacelar-Silva GM, Cox JF, Baptista HR, Rodrigues PP. Identifying and Addressing the Underlying Core Problems in Healthcare Environments: An Illustration Using an Emergency Department Game. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:10083. [PMID: 34639391 PMCID: PMC8507676 DOI: 10.3390/ijerph181910083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 09/20/2021] [Accepted: 09/22/2021] [Indexed: 11/20/2022]
Abstract
The emergency department (ED) crowding is a critical healthcare issue worldwide that leads to long waits and poorer healthcare outcomes. Goldratt's theory of constraints (TOC) has been used effectively to improve such problematic environments for more than three decades. While most TOC solutions are simple, with many viewing them as purely common sense, they represent paradigm shifts in how to manage complex, uncertain, and silo environments. Goldratt used a simple dice game with a straight flow (I-shape) to illustrate the impact of dependent resources and statistical fluctuations in managing resources. Additionally, games help to overcome resistance to change and gain ownership by having participants develop their solutions. This new cooperative game illustrates an ED environment where patients may follow different care pathways according to their clinical needs, timeliness of care is measured in minutes, the demand is highly uncertain, and treatment must frequently start almost immediately. A Monte Carlo simulation validated the TOC solution to this ED game, achieving results similar to the real TOC's implementations. Moreover, this article provides a thorough process to Socratically introduce TOC to healthcare professionals and others to recognize that the EDs' (like other healthcare systems') core problem is the traditional approach to managing them.
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Affiliation(s)
- Gustavo M. Bacelar-Silva
- Department of Community Medicine, Information and Health Decision Sciences, Faculty of Medicine (MEDCIDS-FMUP), University of Porto, 4200-450 Porto, Portugal;
- Center for Health Technology and Services Research (CINTESIS), 4200-450 Porto, Portugal
- Department of Distance Learning, Bahiana School of Medicine and Public Health, Salvador 40285-001, Brazil
| | - James F. Cox
- Management Department, Terry College of Business, University of Georgia, Athens, GA 30602, USA;
| | | | - Pedro Pereira Rodrigues
- Department of Community Medicine, Information and Health Decision Sciences, Faculty of Medicine (MEDCIDS-FMUP), University of Porto, 4200-450 Porto, Portugal;
- Center for Health Technology and Services Research (CINTESIS), 4200-450 Porto, Portugal
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Chen MF, Wu CS, Tsai CC, Tsai MY. Enterovirus board game for elementary school children: A pilot study. Public Health Nurs 2021; 39:500-505. [PMID: 34537984 DOI: 10.1111/phn.12976] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Revised: 08/26/2021] [Accepted: 09/04/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE To evaluate the effect of an enterovirus board game on improving knowledge of enterovirus for elementary school children in Taiwan. DESIGN A pilot study with a one-group pretest-posttest design. SAMPLE Using convenience sampling, 27 children were recruited from a single elementary school in Taiwan in June 2020. MEASUREMENTS Demographic data were collected and the children completed an enterovirus knowledge questionnaire. Statistical analyses included descriptive statistics, McNemar test, and Wilcoxon test. INTERVENTION Each experimental group of four to five children participated in a 40-min enterovirus board game. RESULTS After using the board game, the children had significantly higher mean scores for enterovirus knowledge. Specifically, the children had a higher proportion of correct answers for seven questions related to enterovirus after playing the game compared to before. CONCLUSIONS Board games designed for elementary school-aged children can support public health education and help prevent outbreaks of infectious diseases such as enterovirus.
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Affiliation(s)
- Mei-Fang Chen
- Department of Nursing, National Tainan Junior College of Nursing, Tainan City, Taiwan
| | - Chia-Shan Wu
- Department of Nursing, National Tainan Junior College of Nursing, Tainan City, Taiwan
| | - Chun-Chin Tsai
- Department of Refrigeration, Air-Conditioning and Energy Engineering, Far East University, Tainan City, Taiwan
| | - Mu-Yun Tsai
- Department of Foreign Language Instruction, Wenzao Ursuline University of Languages, Kaohsiung City, Taiwan
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Khelifa R, Mahdjoub H. EcoDragons: A Game for Environmental Education and Public Outreach. INSECTS 2021; 12:insects12090776. [PMID: 34564215 PMCID: PMC8467608 DOI: 10.3390/insects12090776] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 08/22/2021] [Accepted: 08/24/2021] [Indexed: 11/16/2022]
Abstract
Environmental education is crucial to tackling the pressing ecological and societal issues on our planet. Although there are various ways to approach environmental education and raise public awareness, games are potentially an effective vehicle of knowledge and engagement because they vulgarize the scientific information in a universal 'language' and bring people together. Here, we designed a game, EcoDragons, that integrates principles of ecology, biological conservation, life history, and taxonomy. The protagonists of the game are dragonflies and damselflies. The aim of the game is to colonize habitats with different species and use ecological processes (e.g., predation, competition, and mutualism) and conservation measures (e.g., restoration and reintroduction) to face random environmental disturbances (e.g., climate warming, drought, pollution, and biological invasion). The version of the game presented in this paper was based on European species. The game includes 50 species (25 dragonflies and 25 damselflies). The winner of the game is the one who occupies more habitats, establishes and maintains the largest number of species, and solves more anthropogenic disturbances. EcoDragons has a global outreach potential to educate the public about ecology, conservation, and organismic life history, and will probably engage people in environmental advocacy.
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Affiliation(s)
- Rassim Khelifa
- Zoology Department, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
- Biodiversity Research Centre, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
- Correspondence:
| | - Hayat Mahdjoub
- Department of Evolutionary Biology and Environmental Studies, University of Zurich, Winterthurerstrasse 190, 8057 Zürich, Switzerland;
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Boateng MA, Agyei-Baffour E, Angel S, Asare O, Prempeh B, Enemark U. Co-creation and prototyping of an intervention focusing on health literacy in management of malaria at community-level in Ghana. RESEARCH INVOLVEMENT AND ENGAGEMENT 2021; 7:55. [PMID: 34353378 PMCID: PMC8340491 DOI: 10.1186/s40900-021-00302-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 07/22/2021] [Indexed: 05/31/2023]
Abstract
INTRODUCTION Collaborating with end-users to develop interventions tailored to fit unique circumstances is proposed as a way to improve relevance and effectiveness of an intervention. This study used a local needs driven approach to develop a health literacy intervention for caregivers in Ghana concerning management of malaria in children under 5 years. METHOD For the period, November 2017-February 2019, we carried out the study using a three-phase framework including: 1) Needs assessment based on data from questionnaires, focus groups, individual interviews and observations, 2) Co-creation of a board game and brochures for health education at Child Welfare Clinics to address needs in health literacy concerning malaria and 3) Development of a prototype of the game, brochures as well as determining feasibility. In addition to the research team, health administrators, community health workers, designers and caregivers contributed to the development of the intervention. FINDINGS The needs assessment contributed to the development of interactive and useful materials including a board game and brochures, to help bridge the gaps in health literacy among caregivers. Co-creation of the materials and prototyping yielded a varying sense of ownership among stakeholders. End-users' engagement and participation in developing the intervention resulted in a high interest and adherence to interventions. However, high attrition rates of health workers and caregivers' inconsistent use of the Child Welfare Clinics challenged sustainability of this intervention. CONCLUSION Co-creation led to an interactive intervention. The interactive nature of the board game and brochures resulted in a better caregiver-health provider relationship and a sense of recognition of a more participatory approach to health delivery. We recommend co-creation as an approach to develop needs-driven interventions in a context like Ghana. Still, a stronger buy-in at the top-level of health management would improve sustainability and reach a larger audience.
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Affiliation(s)
| | - Eter Agyei-Baffour
- Department of Health Policy, Management and Economics, School of Public Health, College of Health Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Sanne Angel
- Department of Public Health, Faculty of Health, Aarhus University, Aarhus, Denmark
| | - Ofeibea Asare
- Career Development Centre, College of Health Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Benjamin Prempeh
- Department of Communication Design, College of Art and Built Environment, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Ulrika Enemark
- Department of Public Health, Faculty of Health, Aarhus University, Aarhus, Denmark
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Abdollahi AM, Masento NA, Vepsäläinen H, Mijal M, Gromadzka M, Fogelholm M. Investigating the Effectiveness of an Educational Escape Game for Increasing Nutrition-Related Knowledge in Young Adolescents: A Pilot Study. Front Nutr 2021; 8:674404. [PMID: 34124123 PMCID: PMC8193978 DOI: 10.3389/fnut.2021.674404] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 05/07/2021] [Indexed: 11/22/2022] Open
Abstract
Objective: As a pilot trial under the Games of Food consortium, this study assessed the effectiveness of an educational escape game alongside a self-study method as a nutrition knowledge intervention. Furthermore, this study explored the use of an escape game as an educational tool for young adolescents. Materials and Methods: Altogether three schools participated, one from Finland and two from the UK. Baseline questionnaires assessing knowledge were administered before intervention day. Participants from each class were randomly allocated by the researchers into either the escape game condition, where participants played a nutrition education escape game with a focus on plant-based protein sources, or the self-study condition, where participants received an educational leaflet with identical content. In addition to the knowledge post-assessment, the educational escape game condition answered an enjoyment and intrinsic motivation questionnaire to evaluate the game experience. Paired t-tests were used to determine significant changes within intervention conditions and ANCOVA was used to estimate the differences in knowledge. Results: The participants were 130 children (11–14 years), divided into educational escape game (n = 68) and self-study (n = 62) conditions. Both the educational escape game (20.7 vs. 23, p < 0.001) and self-study (21.1 vs. 23.1, p = 0.002) had improved overall knowledge scores. No significant differences in gained knowledge existed between groups. Of the educational escape game participants, 60% reported the game as mostly enjoyable and 46% reported added use and value for learning. Conclusion: The educational escape game condition was comparable to the self-study method for nutrition education in adolescents. However, since the educational escape game provides an enjoyable experience that may enhance intrinsic motivation to promote learning and possible behavior change, the use of escape games for nutrition education warrant further investigation.
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Affiliation(s)
- Anna M Abdollahi
- Department of Food and Nutrition, University of Helsinki, Helsinki, Finland
| | - Natalie A Masento
- Department of Food and Nutritional Sciences, University of Reading, Reading, United Kingdom
| | - Henna Vepsäläinen
- Department of Food and Nutrition, University of Helsinki, Helsinki, Finland
| | - Michal Mijal
- Faculty of Management, University of Warsaw, Warsaw, Poland
| | | | - Mikael Fogelholm
- Department of Food and Nutrition, University of Helsinki, Helsinki, Finland
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Fernandes CS, Magalhães B, Goncalves F, Nogueira PC, Santos C. The Use of Gamification in Patients Undergoing Hip Arthroplasty: Scoping Review. Games Health J 2021; 10:147-157. [PMID: 33945335 DOI: 10.1089/g4h.2020.0210] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
Abstract
Objective: The use of gamification can promote health-related behavior. This article is the first attempt to provide a historical overview of the use of games in patients undergoing hip arthroplasty. Materials and Methods: We conducted a scoping review to map and characterize the games used for the person undergoing hip arthroplasty. To perform this review, the respective descriptors were identified using search syntax appropriate to each of the databases: MEDLINE_ (Medical Literature Analysis and Retrieval System Online), CINAHL_ (Cumulative Index to Nursing and Allied Health Literature), SPORTDiscus, in the Psychology and Behavioral Sciences Collection, SCOPUS, SciELO (Scientific Electronic Library Online), and PEDRo (Physiotherapy Evidence Database). Results: An initial 968 articles were identified, of which 7 articles were included. The domains of the games under analysis essentially focus on aspects of rehabilitation (n = 5), or related (n = 2), and mostly exergames (n = 6). However, the instruments, characteristics, and procedures used to evaluate the games in the included studies have little depth and large variability. Conclusion: Few games exist that support people who have undergone hip arthroplasty. Most of the games under review were exergames to support rehabilitation. Consequently, we recommend developing another type of game with a focus on monitoring, counseling, and/or social support for selfmanagement training in persons undergoing hip arthroplasty.
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Affiliation(s)
- Carla Sílvia Fernandes
- Nursing School of Porto, Porto, Portugal.,Center for Health Technology and Services Research (CINTESIS), Porto, Portugal
| | - Bruno Magalhães
- Center for Health Technology and Services Research (CINTESIS), Porto, Portugal.,Santa Maria Health School, Porto, Portugal
| | - Filipe Goncalves
- Portuguese Association of Amyotrophic Lateral Sclerosis, Porto, Portugal
| | | | - Célia Santos
- Nursing School of Porto, Porto, Portugal.,Center for Health Technology and Services Research (CINTESIS), Porto, Portugal
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Stenov V, Lindgreen P, Willaing I, Basballe HG, Joensen LE. Testing an analogue game to promote peer support and person-centredness in education for people with diabetes: A realist evaluation. Nurs Open 2021; 8:2536-2550. [PMID: 33650784 PMCID: PMC8363400 DOI: 10.1002/nop2.784] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Revised: 12/10/2020] [Accepted: 01/29/2021] [Indexed: 12/21/2022] Open
Abstract
Aim To explore the outcomes of testing an analogue game to incorporate person‐centredness and peer dialogues in group‐based diabetes education targeting people with diabetes. Design Realist evaluation using quantitative and qualitative methods to explore context, mechanisms and outcomes of the intervention. Methods In March–July 2019, the game was tested among 76 people with type 2 diabetes and 17 professionals in 19 settings across nine Danish municipalities. Data consisted of game tests, interviews and questionnaires. Data were analysed using systematic text condensation and descriptive statistics. Results Outcomes of using the game were as follows: (a) a playful atmosphere; (b) active engagement; c) reflections on diabetes‐specific experiences; (d) focused dialogues; (e) professionals gaining insight into the needs of participants; and (f) professionals experiencing peer dialogue as important to incorporate into education. Questionnaire responses showed that 92% people with diabetes and 94% professionals found that the game incorporated person‐centredness and peer dialogues into education.
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Affiliation(s)
- Vibeke Stenov
- Diabetes Management Research, Health Promotion Research Unit, Steno Diabetes Center Copenhagen, Gentofte, Denmark
| | - Pil Lindgreen
- Diabetes Management Research, Health Promotion Research Unit, Steno Diabetes Center Copenhagen, Gentofte, Denmark
| | - Ingrid Willaing
- Diabetes Management Research, Health Promotion Research Unit, Steno Diabetes Center Copenhagen, Gentofte, Denmark
| | | | - Lene Eide Joensen
- Diabetes Management Research, Health Promotion Research Unit, Steno Diabetes Center Copenhagen, Gentofte, Denmark
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Educational interventions improving knowledge about epilepsy in preschool children. Epilepsy Behav 2021; 115:107640. [PMID: 33328108 DOI: 10.1016/j.yebeh.2020.107640] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 11/09/2020] [Accepted: 11/16/2020] [Indexed: 12/30/2022]
Abstract
OBJECTIVE Sufficient public knowledge about epilepsy is a starting point for reducing epilepsy-related stigma and improving quality of life of people with this condition. Thus, interventions aimed at improving such knowledge are greatly needed. However, there is a significant lack of such interventions and none have been applied to preschool children. We aimed to develop effective interventions using the educational board game Action Zone! and a technique known as educational story, and by focusing on the acquisition of knowledge about epilepsy in children aged 5-6 years with no previous knowledge of epilepsy. METHODS Knowledge about epilepsy was measured using a 20-item test consisting of questions selected from educational game and an 11-item test used successfully in our previous intervention study focused on children aged 9-11 years. Both measures exhibited acceptable internal consistency with Cronbach's alpha of 0.72 and 0.67. In total, 296 children participated in three intervention studies (educational game, educational story, and a revised version of educational story). Level of knowledge was assessed immediately after each intervention and again one month later. RESULTS We found that all interventions were effective (p = 0.001) in comparison of retest results with baseline of zero level of knowledge based on the statements of children before intervention. Intervention based on educational game resulted in a higher percentage of correct responses in comparison with educational story (p = 0.020). However, the revised version of educational story developed using participatory action research was superior in comparison with the original version (p < 0.001) and fully comparable with educational game (p = 0.864). CONCLUSIONS The results showed the aforesaid interventions were significant and effective ways to establish basic knowledge about epilepsy in the given age group.
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Terror and disaster surgical care: training experienced trauma surgeons in decision making for a MASCAL situation with a tabletop simulation game. Eur J Trauma Emerg Surg 2020; 46:717-724. [DOI: 10.1007/s00068-020-01441-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Accepted: 07/14/2020] [Indexed: 12/31/2022]
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Tolks D, Lampert C, Dadaczynski K, Maslon E, Paulus P, Sailer M. Spielerische Ansätze in Prävention und Gesundheitsförderung: Serious Games und Gamification. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2020; 63:698-707. [DOI: 10.1007/s00103-020-03156-1] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
ZusammenfassungDigitale Spieleanwendungen können im Bereich Prävention und Gesundheitsförderung eingesetzt werden, um etwa gesundheitsrelevante Informationen zu vermitteln oder Verhaltensänderungen zu evozieren. Dabei sind die beiden relevantesten spielerischen Ansätze Serious Games (Spiele mit ernsthaftem Hintergrund) und Gamification (Anwendung spieltypischer Elemente in spielfremden Kontexten). Der Begriff Serious Games umschreibt Spiele, die eingesetzt werden, um ernsthafte Inhalte, wie zum Beispiel gesundheitliche Themen, zu vermitteln. Bei Gamification werden Spieldesignelemente, wie beispielsweise Punkte, Bestenlisten, Auszeichnungen, Profilgestaltung und Teamevents, eingesetzt, um eine Motivations- und Leistungssteigerung etwa in Lernumgebungen zu bewirken. Der vorliegende narrative Beitrag beleuchtet die Wirkungsweise und Studienlage sowie die Vor- und Nachteile spielerischer Anwendungen in der Prävention und Gesundheitsförderung und führt einige dieser Anwendungen exemplarisch auf.Serious Games und Gamification zeigen in der Prävention und Gesundheitsförderung ein großes Potenzial. Insbesondere bei schwer erreichbaren und desinteressierten Zielgruppen kann ein direkter Bezug zu deren Lebenswelt hergestellt werden. Grundlagen für den wirkungsvollen Einsatz spielerischer Ansätze in der Arbeit und Ausbildung von Gesundheitsberufen sind die bereits hohe Vertrautheit mit dem Medium Spiel sowie die direkte Adressierung der psychologischen Grundbedürfnisse zur Steigerung der Motivation.
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Chaves AD, Pigozzo DF, Kolling da Rocha CF, Mello-Carpes PB. Synaptic board: an educational game to help the synaptic physiology teaching-learning process. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:50-59. [PMID: 31855455 DOI: 10.1152/advan.00083.2019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Amanda Dalla'cort Chaves
- Laboratory of Physiology and Biophysics, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil
- Physiology Research Group, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, Brazil
| | - Daniela Fernanda Pigozzo
- Laboratory of Physiology and Biophysics, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil
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