| Boada et al.25 |
Comparing the efficiency of the serious game LISSA and that of a traditional CPR teaching method. |
Randomized clinical trial, carried out with 109 nursing students from a Spanish university. Three groups were taught by a classic teaching strategy and five used the LISSA. Target-audience: nurses |
Students who used the LISSA had better scores for learning than those who used the traditional teaching method. The LISSA is effective for CPR. |
An emergency situation (CPA) out of a hospital, in which the player has to save the victim through BLS using CPR. The player starts with 100 points and wrong decisions make this score drop. |
| Creutzfeldt et al.26 |
Verifying whether medicine students trained through the serious game "Multiplayer Virtual World" can retain CPR knowledge and abilities. |
Quasi-experimental study, with 30 medicine students separated in tree groups. Two groups (intervention) received a conventional CPR training and the serious game, while the other group only received a conventional training. Target-audience: physicians. |
The intervention group retained more information regarding CPR than the control one. The serious game Multiplayer Virtual World CPR was effective. |
Consists in four settings in which the subjects attend to a victim with PCA in an extra-hospital environment, using BLS. |
| Creutzfeldt et al.27 |
To investigate the influence of the serious game Massively Multiplayer Virtual Worlds in the retention of CPR knowledge in medicine students. |
Mixed-method study with 12 medicine students exposed to the CPR serious game. Target-audience: physicians. |
Most subjects reported liking the training and approved it. However, it was found that they had trouble retaining the knowledge after six months. |
The participants interact with the role of the victim and of the paramedics in 4 scenarios, using BLS. |
| Buttussia et al.28 |
To evaluate the efficacy of a serious game called Emergency Medical Services for the disAbled for the learning of ALS. |
Quasi-experimental study for 40 ALS instructors, with two cardiac arrest scenarios and a test, which was applied immediately and three months later. Target-audience: professionals who participate in the ALS |
There was a significant retention of knowledge. The game was considered effective for the retention of CPR knowledge and abilities. |
The participants play as the leader of an ALS team, which must rescue a patient with CPA. The scenarios can be a living room or a train station, and the ALS must be used. |
| Cook et al.29 |
Evaluating the impact of a serious game called Plataforma para Graduação em Educação de Apoio à Vida (PULSE - Platform for Graduation in Life Support Education), involving the performance of nursing students for BLS. |
Randomized clinical trial. Carried out with 34 nursing students divided in a control group (traditional BLS teaching) and an intervention group (game). Target-audience: nurses. |
There was a statistically significant difference between the control group and the group exposed to the serious game. The PULSE is effective to develop abilities in CPR. |
BLS scenarios, which gradually increase the difficulty level, and must be concluded within a specific time frame. There is an initial score, which decreases with each error. |
| Drummond et al.30 |
To compare a traditional on-line course done through a lecture via PowerPoint to the serious game Staying Alive, in medicine students. |
Experimental randomized trial with 82 medicine students using an on-line course (control group) and the serious game (intervention). Target-audience: physicians. |
Regarding learning, there were no significant differences between the traditional method and the serious game. |
In Staying Alive, the player enters in a medical office and finds a man undergoing CPA and, as a result, must apply BLS techniques. |
| Sena et al.31 |
To compare the effects of a serious game for training CPR with a video on-line course, in medicine students. |
Randomized clinical trial. 45 students were distributed in two groups. Group A watched a video lecture about the cardiac arrest in adults, while group B used the serious game. Target audience: physicians. |
This serious game was as effective as the traditional teaching strategy used. |
The game is developed in an environment outside the hospital, in which the player must identify a CPA victim and apply the BLS. |
| Cutumisu et al.32 |
Examining the retention of knowledge about neonate CPR through the game RETAIN. |
Quasi-experimental study, in which 50 health professionals in Canada used a serious game involving resuscitation scenarios. Target-audience: nurses, neonate nurses and physicians. |
The serious game was related to an improvement regarding the development of critical actions during attention. |
RETAIN takes place within a hospital, presenting scenarios for the advanced support of neonate life. |
The use of serious games as an innovative educational strategy for learning cardiopulmonary resuscitation: an integrative review
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Source: Research Data, 2019.