Review in Neurology. Education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
0numbers the graph read from it
0cells of the map it votes in
8citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
2 · The registry
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
3 · Its place in the literature
Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
5 · Who and what money
Authors and funding
8 authors.
Sarah L EdwardsFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).ORCID https://orcid.org/0000-0001-8966-5065
Eric GantwerkerFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).ORCID https://orcid.org/0000-0003-1309-9188
Michael CosiminiFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).ORCID https://orcid.org/0000-0002-7993-7722
Alison L ChristyFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).
Angel W KaurFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).
Ann K HelmsFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).ORCID https://orcid.org/0000-0002-4472-6714
Mikaela L StiverFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).ORCID https://orcid.org/0000-0002-8045-7291
Zachary LondonFrom the Emergency Department (S.L.E.), University Hospitals of Nottingham NHS Trust, United Kingdom; Department of Otolaryngology-Head and Neck Surgery (E.G.), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY; Oregon Health and Science University (M.C.); Providence Health and Services (A.L.C.), Providence-St. Vincent Pediatric Specialty Clinic, Portland, OR; University of North Carolina (A.W.K.), Chapel Hill; Department of Neurology (A.K.H.), Medical College of Wisconsin, Milwaukee; Division of Anatomical Sciences (M.L.S.), Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada; and @zach_london (Z.L.).ORCID https://orcid.org/0000-0003-3803-2473
Funding
No grant is acknowledged in the PubMed record.
6 · The paper itself
Abstract
Game-based learning (GBL) has emerged as a promising approach to engage students and promote deep learning in a variety of educational settings. Neurology and neuroscience are complex fields that require an understanding of intricate neural structures and their functional roles. GBL can support the acquisition and application of such knowledge. In this article, we give an overview of the current state of GBL in neuroscience education. First, we review the language of gaming, establishing conceptual definitions for game elements, gamification, serious games, and GBL. Second, we discuss a literature review of games in the educational literature for adult learners involved in neuroscience. Third, we review available games intended for neuroscience education. Finally, we share tips for educators interested in developing their own educational games. By leveraging the unique features of games, including interactivity, feedback, and immersive experiences, educators and learners can engage with complex neuroscience concepts in a fun, engaging, and effective way.
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.
Game-Based Learning in Neuroscience: Key Terminology, Literature Survey, and How To Guide to Create a Serious Game. · full record | OpenQuestion