|تعداد مشاهده مقاله||10,697,092|
|تعداد دریافت فایل اصل مقاله||5,161,684|
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|
|MOHADESEH ZOHARI 1؛ NEDA KARIM2؛ SHIVA MALGARD3؛ MARYAM AALAA 4؛ 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;|
|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.
|Gamification؛ Game-based learning؛ Medical education|
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