Serious games for improving knowledge and self-management in young people with chronic conditions: a systematic review and meta-analysis

Author:

Charlier Nathalie1,Zupancic Nele2,Fieuws Steffen3,Denhaerynck Kris4,Zaman Bieke5,Moons Philip267

Affiliation:

1. KU Leuven – University of Leuven, Department of Pharmaceutical and Pharmacological Sciences, Leuven, Belgium

2. KU Leuven – University of Leuven, Department of Public Health and Primary Care, Leuven, Belgium

3. KU Leuven – University of Leuven, Interuniversity Center for Biostatistics and Statistical Bioinformatics, Leuven, Belgium

4. Independent Statistical Consultant, Huldenberg, Belgium

5. KU Leuven – University of Leuven, Centre for User Experience Research (CUO) – IBBT Future Health Department, Leuven, Belgium

6. Copenhagen University Hospital, Heart Centre, Copenhagen, Denmark

7. University of Gothenburg, Institute of Health and Care Sciences, Gothenburg, Sweden

Abstract

Abstract Objective To conduct a systematic review and meta-analysis of randomized controlled trials assessing the effectiveness of serious games in improving knowledge and/or self-management behaviors in young people with chronic conditions. Materials and Methods The authors searched the databases PubMed, Cochrane Library, Web of Sciences, and PsychINFO for articles published between January 1990 and January 2014. Reference lists were hand-searched to retrieve additional studies. Randomized controlled trials that compared a digital game with either standard education or no specific education in a population of children and/or adolescents with chronic conditions were included. Results The authors identified 9 studies in which the effectiveness of serious games in young people with chronic conditions was evaluated using a randomized controlled trials design. Six studies found a significant improvement of knowledge in the game group from pretest to posttest; 4 studies showed significantly better knowledge in the game group than in the control group after the intervention. Two studies reported significantly better self-management in the game group than in the control group after the intervention. Seven studies were included in the meta-analysis. For knowledge, pooled estimate of Hedges’ gu was 0.361 (95% confidence intervals, 0.098-0.624), demonstrating that serious games improve knowledge in patients. For self-management, pooled estimate of Hedges’ gu was 0.310 (95% confidence intervals, 0.122-0.497), showing that gaming improves self-management behaviors. Conclusions The authors’ meta-analysis shows that educational video games can be effective in improving knowledge and self-management in young people with chronic conditions.

Publisher

Oxford University Press (OUP)

Subject

Health Informatics

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