A systematized review on diabetes gamification

Asadzandi, Shadi; Sedghi, Shahram; Bigdeli, Shoaleh; Sanjari, Mahnaz

doi:10.47176/mjiri.34.168

Cited by 13 publications

(9 citation statements)

References 14 publications

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“…As Figure 5 shows the primary affordances and core functions of gamification including, “providing safe environment for learning and practice” (Colasanti et al , 2020; Murawski, 2020; Oprescu et al , 2014; Park et al , 2019; Shpakova et al , 2017; Van der Heijden et al , 2020; Warmelink et al , 2020), “providing instant feedback” (Nivedhitha & Manzoor, 2020; Van der Heijden et al , 2020; Warmelink et al , 2020), “creating learning challenges” (Dikcius, Urbonavicius, Adomaviciute, Degutis, & Zimaitis, 2020; Nivedhitha & Manzoor, 2020; Park et al , 2019; Prasad et al , 2019; Ruhi, 2015), “facilitating organizational capability” (Darejeh & Salim, 2016; Fathian et al , 2020; Murawski, 2020; Oprescu et al , 2014; Prasad et al , 2019; Ruhi, 2015; Shpakova et al , 2017; Suh & Wagner, 2017; Van der Heijden et al , 2020), “enhancing motivation, and creativity” (Dalmina et al , 2019; Darejeh & Salim, 2016; Groening & Binnewies, 2019; Hyypiä & Parjanen, 2015; Murawski, 2020; Park et al , 2019; Passalacqua et al , 2020; Prasad et al , 2019; Rodrigues et al , 2019), “visualizing skills and competences” (Asadzandi et al , 2020; Nivedhitha & Manzoor, 2020; Shpakova et al , 2017; Van der Heijden et al , 2020), “employee participation in learning” (Alcivar & Abad, 2016; Asadzandi et al , 2020; Da Silva et al , 2019; Dalmina et al , 2019; Darejeh & Salim, 2016; Murawski, 2020), “turning training into entertainment” (Asadzandi et al , 2020; Darejeh & Salim, 2016; Shpakova et al , 2017), “offering innovative solution” (Alcivar & Abad, 2016; Murawski, 2020; Obaid et al , 2020; Shpakova et al , 2017) and “promoting collaborative environment” (Alcivar & Abad, 2016; Dalmina et al , 2019; Dikcius et al , 2020; Shpakova et al , 2017).…”

Section: Resultsmentioning

confidence: 99%

“…As Figure 5 shows the primary affordances and core functions of gamification including, "providing safe environment for learning and practice" (Colasanti et al, 2020;Murawski, 2020;Oprescu et al, 2014;Park et al, 2019;Shpakova et al, 2017;Van der Heijden et al, 2020;Warmelink et al, 2020), "providing instant feedback" (Nivedhitha & Manzoor, 2020;Van der Heijden et al, 2020;Warmelink et al, 2020), "creating learning challenges" (Dikcius, Urbonavicius, Adomaviciute, Degutis, & Zimaitis, 2020;Nivedhitha & Manzoor, 2020;Park et al, 2019;Prasad et al, 2019;Ruhi, 2015), "facilitating organizational capability" (Darejeh & Salim, 2016;Fathian et al, 2020;Murawski, 2020;Oprescu et al, 2014;Prasad et al, 2019;Ruhi, 2015;Shpakova et al, 2017;Suh & Wagner, 2017;Van der Heijden et al, 2020), "enhancing motivation, and creativity" (Dalmina et al, 2019;Darejeh & Salim, 2016;Groening & Binnewies, 2019;Hyypiä & Parjanen, 2015;Murawski, 2020;Park et al, 2019;Passalacqua et al, 2020;Prasad et al, 2019;Rodrigues et al, 2019), "visualizing skills and competences" (Asadzandi et al, 2020;Nivedhitha & Manzoor, 2020;Shpakova et al, 2017;…”

Section: Gamification In Organizational Learningmentioning

confidence: 99%

“…Currently, over 160,000 papers have been found in an initial search on Google Scholar. In this respect, a large amount of research has contributed to mapping gamification research from the theoretical and methodological perspectives (Asadzandi, Sedghi, Bigdeli, & Sanjari, 2020; Dalmina, Barbosa, & Vianna, 2019; Darejeh & Salim, 2016; Fathian, Sharifi, & Nasirzadeh, 2020; Hamari, Koivisto, & Sarsa, 2014; Kamel, Watfa, Lobo, & Sobh, 2017; Murawski, 2020). A quick review of the literature shows that gamification has been a frequently studied field, and using this approach in organizations was embraced by several scholars, but these researches represented a solid contribution to our understanding of the field, and each of them has its limitations.…”

Section: Introductionmentioning

confidence: 99%

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A systematic review of gamification in organizational learning

Khodabandelou

Roghanian

Gheysari

et al. 2022

TLO

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Purpose Gamification appears to be one of the most important levers for improving performance and engagement in training programs. Moreover, gamification has been considered as critical to researchers in organizational learning. The main purpose of this study is to provide a general overview of gamification studies in the organizational context. Design/methodology/approach This systematic literature review has been synthesized by reviewing the majority of literature reviews as well as carefully selected primary research studies published between 2010 and 2020. Findings The result of the study revealed that gamification has become a popular technique to improve employee and organizational capabilities. The features of the gamification have been reviewed from three mechanics, dynamics and aesthetics perspectives. Additionally, three primary, middle and optimal affordances and core functions of gamification in organizational learning have been identified and examined. Originality/value This paper fills a gap in the literature regarding the gamification field for systematic review results in an organizational learning context.

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Section: Resultsmentioning

confidence: 99%

Section: Gamification In Organizational Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A systematic review of gamification in organizational learning

Khodabandelou

Roghanian

Gheysari

et al. 2022

TLO

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“…Drawing on initial conclusions from previous studies, it seems appropriate to assume that the level of religiosity should affect how an individual copes with di cult situations (Weber & Pargament, 2014), such as the COVID-19 pandemic, and that religiosity will allow an individual to maintain better well-being in times of hardship (Asadzandi et al, 2020; Barmania & Reiss, 2021;Edara et al, 2021;Koenig, 2020;Kowalczyk et al, 2020;Peteet, 2020;Pirutinsky et al, 2020). Thus, it can be hypothesized that religious people will be capable of resisting some of the negative effects of a pandemic in the area of well-being and mental health thanks to their reliance on religion.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal analysis of the relationship between religiosity and individual well- being in Poland before and during the COVID-19 pandemic

Kiszkiel

Sowa

Laskowski

et al. 2023

Preprint

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The COVID-19 pandemic shook up societies, leaving a stigma on the health and well-being of many individuals. How big this stigma was depended on individual factors, which researchers are now trying to relate. One aspect affecting well-being during the pandemic may have been religiosity. In our longitudinal study of a representative sample of Poles, we took two measurements, in March 2021 and April 2022, obtaining a sample of N=622 repeated respondents out of 1000. We categorized participating individuals as religious, fuzzy or secular and, partly using retrospective questions, we compared their levels of well-being (WHO-5 index, Q-LES-Q-SF) before the outbreak as well as one and two years after the outbreak of the COVID-19 pandemic. We found that in the general population, despite a decline in well-being one year after the pandemic outbreak (2021), there was an improvement in the following year (2022), with religiosity proving to have a positive impact on well-being. The religious category achieved higher well-being values than the secular, especially in March 2021, when the effects of the pandemic were strongly felt in society in the form of lockdowns and the highest number of deaths.

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“…Given the basis for gamification as a useful learning technique, the value and perception of game-based learning have been described with an emphasis on engagement, learning climate, and learner perspectives 2 2 [3][4][5][6][7][8][9][10][11]. Studies have shown modest improvements in knowledge and surgical skills with respect to gamified educational systems; most of this work has been done in subspecialties within Internal Medicine and Surgery [12][13][14][15][16][17][18][19][20][21][22][23][24][25][26]. These studies use primarily electronic platforms and do not commonly employ real-time directly competitive games, other than escape rooms.…”

Section: Introductionmentioning

confidence: 99%

Gamification for the Win in Internal Medicine Residency: A Longitudinal, Innovative, Team-Based, Gamified Approach to Internal Medicine Board-Review

Dakroub¹,

Weinberger²,

Levine³

2022

Cureus

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Background: Game-based learning is an engaging and effective educational strategy in medical education. The Internal Medicine resident board review at our institution was considered dull and poorly attended by trainees. We hypothesized that a gamified, longitudinal, team-based approach to board review would rejuvenate board review and improve learner perception of quality and attendance.Methods: We sought to improve the resident perception of and participation in board review through an innovative longitudinal, team-based, game-based intervention, the "Cohort Cup". The "Cohort Cup" was developed and implemented over a 22-week intervention period from November 2017 to May 2018. Teams (cohorts) competed in real-time against one another. Evaluation methods include a pre/post attitudes survey on a 5-point Likert scale (1 -strongly disagree, 5 -strongly agree) and attendance data.Findings: Of 105 residents eligible to participate, 82 completed the pre-intervention survey, and 74 completed the post-intervention survey. We observed statistically significant increases in self-perceptions of engagement, the perceived value of the sessions, and preferences for game-based learning. Selfperceptions of learner engagement improved from 2.74 to 3.8. The value of the educational experience increased from 2.68 to 3.95. Preferences for game-based learning improved from 3.77 to 4.32. Board review attendance doubled. Residents commented the intervention improved class bonding. Board passage rate increased from 86% to 97%. Conclusions: Our game-based intervention successfully rejuvenated our board review. We observed more joy in the learning environment and improvements in resident engagement, and in their attitudes regarding board review. Game-based learning can be a valuable educational tool and can be a positive facet of educational communities.

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A systematized review on diabetes gamification

Cited by 13 publications

References 14 publications

A systematic review of gamification in organizational learning

A systematic review of gamification in organizational learning

Longitudinal analysis of the relationship between religiosity and individual well- being in Poland before and during the COVID-19 pandemic

Gamification for the Win in Internal Medicine Residency: A Longitudinal, Innovative, Team-Based, Gamified Approach to Internal Medicine Board-Review

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