ArticleBMJ open2018
Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: a systematic review and meta-analysis protocol.
Article in BMJ open, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers.
What it found
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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
26 citing papers in PubMed, 105 citations in OpenAlex.
- Diabe-teach: a randomized controlled trial of a gamified approach to enhance medical undergraduates' knowledge and comprehension of diabetes mellitus.BMC medical education · 2025Trial
- Effectiveness of a serious game addressing guideline adherence: cohort study with 1.5-year follow-up.BMC medical education · 2021Trial
- Evaluation of Adaptive Feedback in a Smartphone-Based Game on Health Care Providers' Learning Gain: Randomized Controlled Trial.Journal of medical Internet research · 2020Trial
- Game Elements in Military Trauma Care Education: Systematic Review.JMIR serious games · 2026Review
- A videogame for perceived risk of harm from opioid misuse in adolescents: a randomized controlled trial.Nature health · 2026Article
- Article
- Ethical, Legal, and Social Issues in Metaverse-Enabled Healthcare.Blockchain in healthcare today · 2025Review
- Gamification in the Design of Virtual Patients for Swedish Military Medics to Support Trauma Training: Interaction Analysis and Semistructured Interview Study.JMIR serious games · 2024Article
- Gamification as an educational tool to address antimicrobial resistance: a systematic review.JAC-antimicrobial resistance · 2023Review
- Analysis of different gamification-based teaching resources for physiotherapy students: a comparative study.BMC medical education · 2023Article
- Game Elements in the Design of Simulations in Military Trauma Management Training: Protocol for a Systematic Review.JMIR research protocols · 2023Article
- Can Moving More and Sitting Less Improve the Academic Engagement of Adolescents?- A Study Based on Junior High School Students in Shanghai, China.Psychology research and behavior management · 2023Article
- Developing a Video Game as an Awareness and Research Tool Based on SARS-CoV-2 Epidemiological Dynamics and Motivational Perspectives.Transboundary and emerging diseases · 2023Article
- Does the Internet Bring People Closer Together or Further Apart? The Impact of Internet Usage on Interpersonal Communications.Behavioral sciences (Basel, Switzerland) · 2022Article
- [Serious Games for Health, an effective tool for training health professionals].Atencion primaria · 2022Article
- Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review.JMIR serious games · 2021Article
- The Fun Factor: Does Serious Gaming Affect the Volume of Voluntary Laparoscopic Skills Training?World journal of surgery · 2021Article
- Do Older and Young Adults Learn to Integrate Geometry While Navigating in an Environment of a Serious Game?Neuroscience insights · 2021Article
- Gamifying quantitative face-to-face interviews in rural India: An empirical evaluation based on the basic psychological needs theory.PloS one · 2021Article
- Lessons Learned From an Evaluation of Serious Gaming as an Alternative to Mannequin-Based Simulation Technology: Randomized Controlled Trial.JMIR serious games · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors at 5 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSerious games (SGs) are interactive and entertaining digital software with an educational purpose. They engage the learner by proposing challenges and through various design elements (DEs; eg, points, difficulty adaptation, story). Recent reviews suggest the effectiveness of SGs in healthcare professionals' and students' education is mixed. This could be explained by the variability in their DEs, which has been shown to be highly variable across studies. The aim of this systematic review is to identify, appraise and synthesise the best available evidence regarding the effectiveness of SGs and the impact of DEs on engagement and educational outcomes of healthcare professionals and students. METHODS AND ANALYSIS: A systematic search of the literature will be conducted using a combination of medical subject headings terms and keywords in Cumulative Index of Nursing and Allied Health, Embase, Education Resources Information Center, PsycInFO, PubMed and Web of Science. Studies assessing SGs on engagement and educational outcomes will be included. Two independent reviewers will conduct the screening as well as the data extraction process. The risk of bias of included studies will also be assessed by two reviewers using the Effective Practice and Organisation of Care criteria. Data regarding DEs in SGs will first be synthesised qualitatively. A meta-analysis will then be performed, if the data allow it. Finally, the quality of the evidence regarding the effectiveness of SGs on each outcome will be assessed using the Grading of Recommendations Assessment, Development and Evaluation approach. ETHICS AND DISSEMINATION: As this systematic review only uses already collected data, no Institutional Review Board approval is required. Its results will be submitted in a peer-reviewed journal by the end of 2018. PROSPERO REGISTRATION NUMBER: CRD42017077424.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.