Game implementations were mostly single-institution and single-setting, limiting evidence quality and diffusion¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 90.4% of reviewed game projects were implemented at only one institution, and games were typically implemented, tested, and reported only once in one setting, which the authors link to weak diffusion mechanisms and reduced MERSQI quality. → Gorbanev Iouri 2018 q3 i? The weakness of diffusion mechanisms explains the lack of repeated implementations across settings. → Gorbanev Iouri 2018 (2)

Evidence¶

Gorbanev Iouri 2018¶

Gorbanev Iouri, Agudelo-Londoño Sandra, González Rafael A., Cortes Ariel, Pomares Alexandra, Delgadillo Vivian, Yepes Francisco J., Muñoz Óscar. (2018). A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical Education Online. https://doi.org/10.1080/10872981.2018.1438718

q3 · i? · quant-synthesis · r2

Descriptive finding across the 21 included studies: "most game projects (90.4%) were implemented at only one institution"; 19 of 21 studies used a single institution per Table 1.

"We observed that most game projects (90.4%) were implemented at only one institution."

Gorbanev Iouri 2018 (2)¶

Gorbanev Iouri, Agudelo-Londoño Sandra, González Rafael A., Cortes Ariel, Pomares Alexandra, Delgadillo Vivian, Yepes Francisco J., Muñoz Óscar. (2018). A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical Education Online. https://doi.org/10.1080/10872981.2018.1438718

q3 · i? · review · r3

Authors' interpretation in the Discussion: single-setting implementation reduced MERSQI quality, and games remain part of a particular teacher's initiative rather than a shared resource.

"Based on what is published, the weakness of diffusion mechanism explains the lack of repeated implementations of games in different settings. Games were implemented, tested, and reported only once and in only one setting."

Discussion¶

Related Claims¶

• Public access to medical games is limited and no access standard exists
• Behaviourism and cognitivism are the predominant pedagogical strategies among medical-game developers — related
• The quality of evidence on the effectiveness of serious games in medical education is moderate as assessed by MERSQI — related
• A worked network example shows diffusion-based centralities capturing uptake and argumentation more accurately than traditional centrality measures — related
• TGfU implementations in schools are typically short-term, which the review judges too short to achieve significant outcomes — related