Some perspectives on designing effective serious games

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https://doi.org/10.36834/cmej.75475

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Gorbanev I, Agudelo-Londoño S, González RA, et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Med Educ Online. 2018; 23(1): 1438718. https://doi:10.1080/10872981.2018.1438718. DOI: https://doi.org/10.1080/10872981.2018.1438718

Lu AS, Kharrazi H. A state-of-the-art systematic content analysis of games for health. Games Health J. 2018 Feb; 7(1):1-15. https://doi:10.1089/g4h.2017.0095. DOI: https://doi.org/10.1089/g4h.2017.0095

Van Eck, R. Digital game-based learning: it’s not just the digital natives who are restless. EDUCAUSE Review. 2006; 41(2):16.

Graafland M, Cate OT, Van Seventer JP, Schraagen JM, Schijven MP. Mapping the demand for serious games in postgraduate medical education using the Entrustable Professional Activities Framework. 2015; 4(5):381-386. https://doi.org/10.1089/g4h.2014.0129 DOI: https://doi.org/10.1089/g4h.2014.0129

Verschueren S, Buffel C, Vander Stichele G. Developing theory-driven, evidence-based serious games for health: framework based on research community insights. JMIR Serious Games. 2019;7(2):e11565. https://doi.org/doi:10.2196/11565 DOI: https://doi.org/10.2196/11565

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2023-05-24

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Bialy S, Mohammad I. Some perspectives on designing effective serious games. Can. Med. Ed. J [Internet]. 2023 May 24 [cited 2024 Jul. 14];14(5):147-8. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/75475

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Commentary and Opinions