LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,226
تعداد مقالات11,166
تعداد مشاهده مقاله77,050,485
تعداد دریافت فایل اصل مقاله101,241,424
ZOHARI, MOHADESEH, KARIM, NEDA, MALGARD, SHIVA, AALAA, MARYAM, ASADZANDI, SHADI, BORHANI, SHARAREH. (1401). Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis. سامانه مدیریت نشریات علمی, 11(1), 50-60. doi: 10.30476/jamp.2022.94787.1608
MOHADESEH ZOHARI; NEDA KARIM; SHIVA MALGARD; MARYAM AALAA; SHADI ASADZANDI; SHARAREH BORHANI. "Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis". سامانه مدیریت نشریات علمی, 11, 1, 1401, 50-60. doi: 10.30476/jamp.2022.94787.1608
ZOHARI, MOHADESEH, KARIM, NEDA, MALGARD, SHIVA, AALAA, MARYAM, ASADZANDI, SHADI, BORHANI, SHARAREH. (1401). 'Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis', سامانه مدیریت نشریات علمی, 11(1), pp. 50-60. doi: 10.30476/jamp.2022.94787.1608
ZOHARI, MOHADESEH, KARIM, NEDA, MALGARD, SHIVA, AALAA, MARYAM, ASADZANDI, SHADI, BORHANI, SHARAREH. Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis. سامانه مدیریت نشریات علمی, 1401; 11(1): 50-60. doi: 10.30476/jamp.2022.94787.1608

Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis

Journal of Advances in Medical Education & Professionalism
دوره 11، شماره 1، فروردین 2023، صفحه 50-60    اصل مقاله (1.77 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2022.94787.1608
نویسندگان
MOHADESEH ZOHARI1؛ NEDA KARIM2؛ SHIVA MALGARD3؛ MARYAM AALAA4؛ SHADI ASADZANDI* 3؛ SHARAREH BORHANI5
1School of Industrial Engineering, Khajeh Nasir Toosi University of Technology, Tehran, Iran
2Virtual School, Tehran University of Medical Science, Tehran, Iran
3Department of Medical Library and Information Sciences, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
4Department of e-Learning in Medical Education, Center of Excellence for e-Learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
5Virtual School, Tehran University of Medical Science, Tehran, Iran;
چکیده
Introduction: Game in education aims to enhance human motivation and performance in a given activity. Gamification experts and health researchers are still unsure about the status of progress of game for health. So, to fill in this gap, the present study aimed to analyze scientific productions to identify production trends, subject areas, countries, institutes, and authors in these three areas on gamification, game-based learning, and serious games in medical education, as well as to determine coauthorship patterns.
Methods: The present descriptive quantitative research was conducted through scientometric analysis by using co-authorship networks in gamification, game-based learning, and serious games. First, an advanced search was performed from 1990 to 2020 and the studies were retrieved from Web of sciences, on Aug 17, 2021 The plain text format of data was inputted to Microsoft Excel, CiteSpace and Gephi to analyze scientometric maps for the three domains. Subsequently, the required indicators to review co-authorship networks were obtained: Degree centrality, Betweenness centrality, Closeness centrality, Density, Clustering coefficient, collaboration index and collaboration coefficient.
Results: There were 466 documents in gamification, 155 documents in game-based learning, and 295 documents in serious games. The results indicated the rising trend of scientific publications on the three domains. US was a prolific country in all three domains. Author collaboration has remarkably increased, although the number of single-author  articles is still high.
Conclusion: Due to the increasing growth of publications on these three domains, research can be continued by forming specialized groups and supporting joint publications. Also, research policymakers should promote author collaborations on the national and international scale.
کلیدواژه‌ها
Gamification؛ Game-based learning؛ Medical education
سایر فایل های مرتبط با مقاله
مراجع
  1. Çiftci S. Trends of Serious Games Research from 2007 to 2017: A Bibliometric Analysis. Journal of Education and Training Studies. 2018;6(2):18-27.
  2. Martí‐Parreño J, Méndez‐Ibáñez E, Alonso‐Arroyo A. The use of gamification in education: a bibliometric and text mining analysis. Journal of computer assisted learning. 2016;32(6):663-76.
  3. Al Fatta H, Maksom Z, Zakaria MH. Game-based learning and gamification: Searching for definitions. International Journal of Simulation: Systems, Science & Technology. 2019;19:1-5.
  4. Lin HCK, Lin YH, Wang TH, Su LK, Huang YM. Effects of Incorporating AR into a Board Game on Learning Outcomes and Emotions in Health Education. Electronics. 2020;9(11):1752.
  5. Gorbanev I, Agudelo-Londoño S, González RA, Cortes A, Pomares A, Delgadillo V, et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical education online. 2018;23(1):1438718.
  6. O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education–an integrative review. BMC medical education. 2018;18(1):1-11.
  7. Biesta GJ, van Braak M. Beyond the medical model: thinking differently about medical education and medical education research. Teaching and Learning in Medicine. 2020;32(4):449-56.
  8. Jayatilleke A, Shah M. Examining the Technological Pedagogical Content Characteristics of Games for Medical Education. Medical Science Educator. 2020:30(1):529-36.
  9. Schorer A, Protopsaltis A. Effects of Serious Games and Game-Based Learning on Learners' Achievement Emotions. European Conference on Games Based Learning; 2020. Brighton, UK: Academic Conferences International Limited; 2020.
  10. Bylieva D, Sastre M. Classification of educational games according to their complexity and the players skills. The European Proceedings of Social & Behavioural Sciences. 2018;51:438-46.
  11. Noemí PM, Máximo SH. Educational games for learning. Universal Journal of Educational Research. 2014;2(3):230-8.
  12. Sailer M, Hense JU, Mayr SK, Mandl H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior. 2017;69:371-80.
  13. Almeida F, Simoes J. The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm. Contemporary Educational Technology. 2019;10(2):120-36.
  14. Sousa MJ, Rocha Á. Leadership styles and skills developed through game-based learning. Journal of Business Research. 2019;94:360-6.
  15. Stiller KD, Schworm S. Game-based learning of the structure and functioning of body cells in a foreign language: effects on motivation, cognitive load, and performance. Frontiers in Education; 2019;4:18.
  16. Swacha J. State of research on gamification in education: A bibliometric survey. Education Sciences. 2021;11(2):69.
  17. Macedo RF, Reis MAM, De-Bortoli R. Health Gamification Research–a bibliometric analysis. Journal of Engineering Research and Application. 2018;8(7):52-5.
  18. Bilik O, Damar HT, Ozdagoglu G, Ozdagoglu A, Damar M. Identifying trends, patterns, and collaborations in nursing career research: A bibliometric snapshot (1980–2017). Collegian. 2020;27(1):40-8.
  19. Ilhan AO, Oguz MC. Collaboration in design research: An analysis of co-authorship in 13 design research journals, 2000–2015. The Design Journal. 2019;22(1):5-27.
  20. Aria M, Cuccurullo C. bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of informetrics. 2017;11(4):959-75.
  21. Trinidad M, Ruiz M, Calderón A. A bibliometric analysis of gamification research. IEEE Access. 2021;9:46505-44.
  22. López-Belmonte J, Parra-González M, Segura-Robles A, Pozo-Sánchez S. Scientific mapping of gamification in web of science. European Journal of Investigation in Health, Psychology and Education. 2020;10(3):832-47.
  23. Pourkhani A, Abdipour K, Baher B, Moslehpour M. The impact of social media in business growth and performance: A scientometrics analysis. International Journal of Data and Network Science. 2019;3(3):223-44.
  24. Wood S. Generation Z as consumers: trends and innovation. Institute for Emerging Issues: NC State University. 2013;119(9):1-3.
  25. Chou Y. A comprehensive list of 90+ gamification studies with ROI stats [Internet]. 2017 [Cited 3 December 2017]. Available from: https://yukaichou.com/gamification-examples/gamification-stats-figures/.
  26. Mollick ER, Rothbard N. Mandatory fun: Consent, gamification and the impact of games at work. The Wharton School research paper series [Internet]. 2014. [Cited: 10 June 2013]. Available from: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2277103.
  27. Begg M. Leveraging game-informed healthcare education. Med Teach. 2008;30(2):155-8.
  28. Welbers K, Konijn EA, Burgers C, de Vaate AB, Eden A, Brugman BC. Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-Learning and Digital Media. 2019;16(2):92-109.
  29. Brumels K, Blasius T. Comparison of efficacy between traditional and video game based balance programs. Clinical Kinesiology. 2008;62(4):26-31.
  30. Hallinger P, Wang R, Chatpinyakoop C, Nguyen VT, Nguyen UP. A bibliometric review of research on simulations and serious games used in educating for sustainability, 1997–2019. Journal of Cleaner Production. 2020;256:120358.
  31. Irmade O, Anisa N. Research Trends of Serious Games: Bibliometric Analysis. Journal of Physics; Conference Series: IOP Publishing. 2021;1842(1):012036
  32. Liu Z, Moon J, Kim B, Dai CP. Integrating adaptivity in educational games: a combined bibliometric analysis and meta-analysis review. Educational Technology Research and Development. 2020;68(4):1931-59.
  33. Figueroa-Flores JF. Gamification and game-based learning: Two strategies for the 21st century learner. World Journal of Educational Research. 2016;3(2):507.
  34. Divyashanthi C, Priyadarshini R. Pharmacology–Gamified! Effective Educational Practices in Health Profession Education. JIPMER, Puducherry, India: Alumni Association of National Teacher Training Centre (NTTC). 2020:173.
  35. Joshi A, Trivedi M. Innovations in pharmacology teaching. Int J Pharm Biomed Res. 2010;1(2):62-4.
  36. Grosseck G, Malita L, Sacha G. Gamification in Higher Education: A Bibliometric Approach. eLearning & Software for Education. 2020;3:20-30.
  37. Borrego L, Caballano-Infantes E, Sánchez-Núñez P, Di Zeo-Sánchez D, Delgado-Martín B, Sánchez-Gómez C, et al. Game-Based Learning Research on the Web of Science during 2001-2020: A Co-Authorship Analysis. Spain: Proceedings of Edulearn21 Conference; 2021.
  38. García-Sánchez P, Mora AM, Castillo PA, Pérez IJ. A bibliometric study of the research area of videogames using Dimensions. ai database. Procedia Computer Science. 2019;162:737-44.
  39. Deterding S. The pyrrhic victory of game studies: Assessing the past, present, and future of interdisciplinary game research. Games and Culture. 2017;12(6):521-43.
  40. O'Donnell N, Kappen DL, Fitz-Walter Z, Deterding S, Nacke LE, Johnson D. How multidisciplinary is gamification research? Results from a scoping review. Amsterdam, Netherlands: Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play; 2017.
آمار
تعداد مشاهده مقاله: 2,762
تعداد دریافت فایل اصل مقاله: 1,977


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب