严肃游戏在医疗保健专业教育中的效果：系统评价和荟萃分析。

Efficacy of Serious Games in Healthcare Professions Education: A Systematic Review and Meta-analysis.

机构信息

From the Faculty of Nursing of the Université de Montréal (S.C., V.D., G.F., A.L., P.L., M.-F.D.); Montreal Heart Institute Research Center (S.C., P.L., T.M.); Research Center of the Université de Montréal Hospital Center (V.D.); CHU Ste-Justine Research Center (AL), Montreal, Quebec, Canada; Department of Pharmacy and Health Systems Sciences, Bouvé College of Health Sciences (T.M.), Boston, MA; and Center for Innovation in Nursing Education (M.-F.D.), Montreal, Quebec, Canada.

出版信息

Simul Healthc. 2021 Jun 1;16(3):199-212. doi: 10.1097/SIH.0000000000000512.

DOI:10.1097/SIH.0000000000000512

PMID:33196609

Abstract

Serious games (SGs) are interactive and entertaining software designed primarily with an educational purpose. This systematic review synthesizes evidence from experimental studies regarding the efficacy of SGs for supporting engagement and improving learning outcomes in healthcare professions education. Randomized controlled trials (RCTs) published between January 2005 and April 2019 were included. Reference selection and data extraction were performed in duplicate, independently. Thirty-seven RCTs were found and 29 were included in random-effect meta-analyses. Compared with other educational interventions, SGs did not lead to more time spent with the intervention {mean difference 23.21 minutes [95% confidence interval (CI) = -1.25 to 47.66]}, higher knowledge acquisition [standardized mean difference (SMD) = 0.16 (95% CI = -0.20 to 0.52)], cognitive [SMD 0.08 (95% CI = -0.73 to 0.89)], and procedural skills development [SMD 0.05 (95% CI = -0.78 to 0.87)], attitude change [SMD = -0.09 (95% CI = -0.38 to 0.20)], nor behavior change [SMD = 0.2 (95% CI = -0.11 to 0.51)]. Only a small SMD of 0.27 (95% CI = 0.01 to 0.53) was found in favor of SGs for improving confidence in skills.

摘要

严肃游戏（SGs）是一种具有教育目的的互动和娱乐软件。本系统评价综合了实验研究的证据，评估了 SGs 在支持医疗保健专业教育中的参与度和学习成果的有效性。纳入了 2005 年 1 月至 2019 年 4 月发表的随机对照试验（RCT）。参考选择和数据提取由两人独立进行。共发现 37 项 RCT，其中 29 项被纳入随机效应荟萃分析。与其他教育干预相比，SGs 并没有导致参与者花费更多的时间在干预上{平均差异 23.21 分钟[95%置信区间（CI）=-1.25 至 47.66]}，也没有导致更高的知识获取[标准化均数差（SMD）=0.16（95%CI=-0.20 至 0.52）]、认知[SMD 0.08（95%CI=-0.73 至 0.89）]和程序技能发展[SMD 0.05（95%CI=-0.78 至 0.87）]，态度变化[SMD=-0.09（95%CI=-0.38 至 0.20）]，也没有行为改变[SMD=0.2（95%CI=-0.11 至 0.51）]。只有一个较小的 SMD 为 0.27（95%CI=0.01 至 0.53），表明 SGs 有利于提高技能信心。