Donoghue Aaron, Sawyer Taylor, Olaussen Alexander, Greif Robert, Toft Lorrel
Departments of Critical Care Medicine and Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA.
Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, USA.
Resusc Plus. 2024 Apr 17;18:100640. doi: 10.1016/j.resplu.2024.100640. eCollection 2024 Jun.
To systematically review published literature to evaluate the impact of gamified learning on educational and clinical outcomes during life support education.
This systematic review was conducted as part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation (ILCOR). A search of PubMed, Embase, and Cochrane was conducted from inception until February 12, 2024. Studies examining incorporation of gamified learning were eligible for inclusion. Reviewers independently extracted data on study design and outcomes; appropriate risk of bias assessment tools were used across all outcomes.
2261 articles were identified and screened, yielding sixteen articles (seven randomized trials, nine observational studies) which comprised the final review. No meta-analyses were conducted due to significant heterogeneity of intervention, population, and outcome. Only one study was found to have a low risk of bias; the remaining studies were found to have moderate to high risk. Fourteen studies were in healthcare providers and two were in laypersons. Most studies (11 of 16) examined the impact of a digital platform (computer or smartphone). Most (15 of 16) studies found a positive effect on at least one educational domain; one study found no effect. No included study found a negative effect on any educational domain.
This systematic review found a very heterogeneous group of studies with low certainty evidence, all but one of which demonstrated a positive effect on one or more educational domains. Future studies should examine the underlying causes of improved learning with gamification and assess the resource requirements with implementation and dissemination of gamified learning.
系统回顾已发表的文献，以评估游戏化学习对生命支持教育期间的教育和临床结果的影响。
本系统评价是国际复苏联合会（ILCOR）持续证据评估过程的一部分。从数据库建立至2024年2月12日，对PubMed、Embase和Cochrane进行了检索。纳入考察游戏化学习应用情况的研究。评审人员独立提取关于研究设计和结果的数据；对所有结果使用了适当的偏倚风险评估工具。
共识别并筛选出2261篇文章，最终纳入16篇文章（7项随机试验，9项观察性研究）进行综述。由于干预措施、研究人群和结果存在显著异质性，未进行荟萃分析。仅发现1项研究偏倚风险较低；其余研究偏倚风险为中度至高度。14项研究针对医疗保健提供者，2项针对非专业人员。大多数研究（16项中的11项）考察了数字平台（计算机或智能手机）的影响。大多数研究（16项中的15项）发现对至少一个教育领域有积极影响；1项研究未发现影响。纳入的研究均未发现对任何教育领域有负面影响。
本系统评价发现了一组异质性很强的研究，证据确定性较低，除1项研究外，所有研究均表明对一个或多个教育领域有积极影响。未来的研究应探讨游戏化学习促进学习效果提升的潜在原因，并评估游戏化学习实施和推广所需的资源。
