ArticleJournal of American college health : J of ACH2012
Evaluation of a Web-based malaria risk reduction game for study abroad students.
Article in Journal of American college health : J of ACH, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Are you ready? A systematic review of pre-departure resources for global health electives.BMC medical education · 2019Pooled it
- A meta-analysis of serious digital games for healthy lifestyle promotion.Preventive medicine · 2014Article
- Smoking at the workplace: Effects of genetic and environmental causal accounts on attitudes towards smoking employees and restrictive policies.New genetics and society · 2014Article
- Development of a malaria knowledge test for student travelers.Nursing reports (Pavia, Italy) · 2012Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
objectiveCompare feedback strategies in 3 versions of an educational game.
participantsStudy abroad students (N = 482) participated by playing the game and completing pregame/postgame surveys January-March 2010.
methodsThis study employed an experimental design. Primary outcome measures were knowledge gain, player satisfaction, and risk perception.
resultsOne-third had previously traveled to a malaria-risk region, and two thirds planned to do so. Baseline malaria knowledge was low. Postgame knowledge and risk perception were significantly higher than pregame, irrespective of past travel status. The group that automatically received explanatory feedback following game decisions scored higher for mean knowledge gain, without differences in player satisfaction.
conclusionsThe challenges of designing a feedback strategy to support Web-based learning make these results highly relevant to health educators developing interactive multimedia interventions. The increasing number of students traveling to higher-risk destinations demands attention. Both malaria-naive and malaria-experienced students would benefit from this approach to travel health education.
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Registered trials
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