{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,15]],"date-time":"2026-10-15T23:21:33Z","timestamp":1792106493904,"version":"4.4.0"},"reference-count":57,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2024,6,5]],"date-time":"2024-06-05T00:00:00Z","timestamp":1717545600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2024,6,5]],"date-time":"2024-06-05T00:00:00Z","timestamp":1717545600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Inform Decis Mak"],"abstract":"<jats:title>Abstract<\/jats:title><jats:sec>\n                <jats:title>Background<\/jats:title>\n                <jats:p>Learning of burn patient assessment is very important, but heart-breaking for nursing students. This study aimed to compare the effects of feedback lecture method with a serious game (BAM Game) on nursing students\u2019 knowledge and skills in the assessment of burn patients.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Method<\/jats:title>\n                <jats:p>In this randomized controlled clinical trial, 42 nursing students in their 5th semester at Mashhad University of Medical Sciences School of Nursing and Midwifery, were randomly assigned to intervention (BAM game, available for two weeks) and control (feedback lecture method presented in two 90-minute sessions) groups. Two weeks after the intervention, all students were evaluated for their knowledge (using knowledge assessment test) and skills (using an Objective Structured Clinical Examination). Statistical analysis involved independent t-test, Fisher\u2019s exact test, analysis of covariance (ANCOVA), and univariable and multivariable ordinal logistic regression models.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>Following the intervention, the skill scores were 16.4 (SD 2.2) for the intervention group and 11.8 (SD 3.8) for the control group. Similarly, the knowledge scores were 17.4 (SD 2.2) for the intervention group and 14.7 (SD 2.6) for the control group. Both differences were statistically significant (<jats:italic>P<\/jats:italic>\u2009&lt;\u2009.001). These differences remained significant even after adjusting for various factors such as age, gender, marital status, residence, university entrance exam rank, and annual GPA (<jats:italic>P<\/jats:italic>\u2009&lt;\u2009.05). Furthermore, the BAM game group showed significantly higher skills rank than the feedback lecture group across most stations (eight of ten) (<jats:italic>P<\/jats:italic>\u2009&lt;\u2009.05) in the univariable analysis. Multivariable analysis also revealed a significantly higher skills score across most stations even after adjusting for the mentioned factors (<jats:italic>P<\/jats:italic>\u2009&lt;\u2009.05). These results suggest that the BAM game group had higher skills scores over a range of 1.5 to 3.9 compared to the feedback lecture group.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusions<\/jats:title>\n                <jats:p>This study demonstrated that nursing students who participated in the BAM game group exhibited superior performance in knowledge acquisition and skill development, compared to those in the control group. These results underscore a significant enhancement in educational outcomes for students involved with the BAM game, confirming its utility as a potent and effective pedagogical instrument within the realm of nursing education.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Trial registration<\/jats:title>\n                <jats:p>Iranian Registry of Clinical Trials: IRCT20220410054483N1, Registration date: 18\/04\/2022.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1186\/s12911-024-02558-4","type":"journal-article","created":{"date-parts":[[2024,6,5]],"date-time":"2024-06-05T12:12:57Z","timestamp":1717589577000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["Comparison of the effects of burn assessment mission game with feedback lecture on nursing students\u2019 knowledge and skills in the burn patients\u2019 assessment: a randomized clinical trial"],"prefix":"10.1186","volume":"24","author":[{"given":"Amirreza","family":"Nasirzade","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kolsoum","family":"Deldar","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Razieh","family":"Froutan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mohammad Taghi","family":"Shakeri","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2024,6,5]]},"reference":[{"issue":"1","key":"2558_CR1","doi-asserted-by":"publisher","first-page":"42","DOI":"10.1016\/j.burns.2018.10.010","volume":"45","author":"L Deeter","year":"2019","unstructured":"Deeter L, Seaton M, Carrougher GJ, McMullen K, Mandell SP, Amtmann D, Gibran NS. Hospital-acquired complications alter quality of life in adult burn survivors: report from a burn model system. Burns. 2019;45(1):42\u20137.","journal-title":"Burns"},{"issue":"1","key":"2558_CR2","doi-asserted-by":"publisher","first-page":"70","DOI":"10.1186\/s12911-021-01421-0","volume":"21","author":"M Rouzfarakh","year":"2021","unstructured":"Rouzfarakh M, Deldar K, Froutan R, Ahmadabadi A, Mazlom SR. The effect of rehabilitation education through social media on the quality of life in burn patients: a randomized, controlled, clinical trial. BMC Med Inf Decis Mak. 2021;21(1):70.","journal-title":"BMC Med Inf Decis Mak"},{"key":"2558_CR3","doi-asserted-by":"crossref","unstructured":"Lee K. The World Health Organization (WHO). Routledge; 2008.","DOI":"10.4324\/9780203029732"},{"issue":"1","key":"2558_CR4","doi-asserted-by":"publisher","first-page":"75","DOI":"10.1111\/scs.12847","volume":"35","author":"SA Subrata","year":"2021","unstructured":"Subrata SA. A concept analysis of burn care in nursing. Scand J Caring Sci. 2021;35(1):75\u201385.","journal-title":"Scand J Caring Sci"},{"key":"2558_CR5","unstructured":"Latimer S, Chaboyer W, Gillespie BM. Inviting patients to participate in their pressure injury care: the next step in prevention. DeepesTissues: Wounds Australia Newsl 2018:19\u201322."},{"issue":"4","key":"2558_CR6","doi-asserted-by":"publisher","first-page":"500","DOI":"10.1093\/jbcr\/irz053","volume":"40","author":"D Boehm","year":"2019","unstructured":"Boehm D, Schr\u00f6der C, Arras D, Siemers F, Siafliakis A, Lehnhardt M, Dadras M, Hartmann B, Kuepper S, Czaja K-U. Fluid Management as a risk factor for intra-abdominal compartment syndrome in burn patients: a total body surface area\u2014independent Multicenter Trial Part I. J Burn Care Res. 2019;40(4):500\u20136.","journal-title":"J Burn Care Res"},{"issue":"2","key":"2558_CR7","doi-asserted-by":"publisher","first-page":"261","DOI":"10.1016\/j.burns.2018.05.015","volume":"45","author":"ME Jaspers","year":"2019","unstructured":"Jaspers ME, van Haasterecht L, van Zuijlen PP, Mokkink LB. A systematic review on the quality of measurement techniques for the assessment of burn wound depth or healing potential. Burns. 2019;45(2):261\u201381.","journal-title":"Burns"},{"key":"2558_CR8","doi-asserted-by":"publisher","first-page":"104471","DOI":"10.1016\/j.nedt.2020.104471","volume":"92","author":"G Dewart","year":"2020","unstructured":"Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: academic challenges in response to COVID-19. Nurse Educ Today. 2020;92:104471.","journal-title":"Nurse Educ Today"},{"issue":"3","key":"2558_CR9","doi-asserted-by":"publisher","first-page":"42","DOI":"10.4018\/IJSEUS.2020070104","volume":"11","author":"S Dreimane","year":"2020","unstructured":"Dreimane S, Upenieks R. Intersection of serious games and learning motivation for medical education: a literature review. Int J Smart Educ Urban Soc (IJSEUS). 2020;11(3):42\u201351.","journal-title":"Int J Smart Educ Urban Soc (IJSEUS)"},{"issue":"1","key":"2558_CR10","doi-asserted-by":"publisher","first-page":"247","DOI":"10.1186\/s12909-020-02159-5","volume":"20","author":"K Deldar","year":"2020","unstructured":"Deldar K, Froutan R, Sedaghat A, Mazlom SR. Continuing nursing education: use of observational pain assessment tool for diagnosis and management of pain in critically ill patients following training through a social networking app versus lectures. BMC Med Educ. 2020;20(1):247.","journal-title":"BMC Med Educ"},{"issue":"3","key":"2558_CR11","first-page":"852","volume":"35","author":"MU Sattar","year":"2019","unstructured":"Sattar MU, Palaniappan S, Lokman A, Hassan A, Shah N, Riaz Z. Effects of virtual reality training on medical students\u2019 learning motivation and competency. Pakistan J Med Sci. 2019;35(3):852.","journal-title":"Pakistan J Med Sci"},{"key":"2558_CR12","doi-asserted-by":"publisher","first-page":"947","DOI":"10.2147\/AMEP.S269207","volume":"11","author":"Y Solomon","year":"2020","unstructured":"Solomon Y. Comparison between problem-based learning and lecture-based learning: effect on nursing students\u2019 Immediate Knowledge Retention. Adv Med Educ Pract. 2020;11:947.","journal-title":"Adv Med Educ Pract"},{"issue":"4","key":"2558_CR13","first-page":"34","volume":"12","author":"T Heidari","year":"2010","unstructured":"Heidari T, Kariman N, Heidari Z, AmiriFarahani L. Comparison effects of feedback lecture and conventional lecture method on learning and quality of teaching. J Arak Univ Med Sci. 2010;12(4):34\u201343.","journal-title":"J Arak Univ Med Sci"},{"issue":"1","key":"2558_CR14","first-page":"520","volume":"13","author":"S M\u00e4llinen","year":"2018","unstructured":"M\u00e4llinen S, Sasaki DGG. Developing student-centered assessment for a postgraduate course designed for Basic Education teachers. Revista Ibero-Americana De Estudos Em Educa\u00e7\u00e3o. 2018;13(1):520\u20135.","journal-title":"Revista Ibero-Americana De Estudos Em Educa\u00e7\u00e3o"},{"key":"2558_CR15","doi-asserted-by":"publisher","first-page":"151","DOI":"10.1016\/j.nedt.2018.09.027","volume":"71","author":"S Dehghanzadeh","year":"2018","unstructured":"Dehghanzadeh S, Jafaraghaee F. Comparing the effects of traditional lecture and flipped classroom on nursing students\u2019 critical thinking disposition: a quasi-experimental study. Nurse Educ Today. 2018;71:151\u20136.","journal-title":"Nurse Educ Today"},{"key":"2558_CR16","doi-asserted-by":"publisher","first-page":"68","DOI":"10.1016\/j.iccn.2017.02.010","volume":"42","author":"A Bj\u00f6rn","year":"2017","unstructured":"Bj\u00f6rn A, Pudas-T\u00e4hk\u00e4 S-M, Salanter\u00e4 S, Axelin A. Video education for critical care nurses to assess pain with a behavioural pain assessment tool: a descriptive comparative study. Intensive Crit Care Nurs. 2017;42:68\u201374.","journal-title":"Intensive Crit Care Nurs"},{"issue":"12","key":"2558_CR17","doi-asserted-by":"publisher","first-page":"2295","DOI":"10.1007\/s11548-016-1354-y","volume":"11","author":"F Nickel","year":"2016","unstructured":"Nickel F, Hendrie JD, Bruckner T, Kowalewski KF, Kenngott HG, M\u00fcller-Stich BP, Fischer L. Successful learning of surgical liver anatomy in a computer-based teaching module. Int J Comput Assist Radiol Surg. 2016;11(12):2295\u2013301.","journal-title":"Int J Comput Assist Radiol Surg"},{"issue":"4","key":"2558_CR18","doi-asserted-by":"publisher","first-page":"277","DOI":"10.1111\/tct.12426","volume":"13","author":"J Kaczmarczyk","year":"2016","unstructured":"Kaczmarczyk J, Davidson R, Bryden D, Haselden S, Vivekananda-Schmidt P. Learning decision making through serious games. Clin Teach. 2016;13(4):277\u201382.","journal-title":"Clin Teach"},{"key":"2558_CR19","doi-asserted-by":"crossref","unstructured":"Deterding S, Dixon D, Khaled R, Nacke L. From game design elements to gamefulness: defining gamification. In: Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments: 2011; 2011: 9\u201315.","DOI":"10.1145\/2181037.2181040"},{"key":"2558_CR20","doi-asserted-by":"crossref","unstructured":"Hamari J, Koivisto J, Sarsa H. Does gamification work?--a literature review of empirical studies on gamification. In: 2014 47th Hawaii international conference on system sciences: 2014: Ieee; 2014: 3025\u20133034.","DOI":"10.1109\/HICSS.2014.377"},{"issue":"3","key":"2558_CR21","doi-asserted-by":"publisher","first-page":"127","DOI":"10.3390\/educsci11030127","volume":"11","author":"A Gounaridou","year":"2021","unstructured":"Gounaridou A, Siamtanidou E, Dimoulas C. A serious game for mediated education on Traffic Behavior and Safety Awareness. Educ Sci. 2021;11(3):127.","journal-title":"Educ Sci"},{"key":"2558_CR22","doi-asserted-by":"crossref","unstructured":"Xue Y, Chen G, Miao G, Liu C. Research on the Design and Effect of Serious Game Technology Transfer in Experiential Education. In: 2021 IEEE International Conference on Educational Technology (ICET): 18\u201320 June 2021 2021; 2021: 52\u201356.","DOI":"10.1109\/ICET52293.2021.9563151"},{"issue":"1","key":"2558_CR23","doi-asserted-by":"publisher","first-page":"22","DOI":"10.7556\/jaoa.2016.003","volume":"116","author":"L McCoy","year":"2016","unstructured":"McCoy L, Lewis JH, Dalton D. Gamification and Multimedia for Medical Education: a Landscape Review. J Osteopath Med. 2016;116(1):22\u201334.","journal-title":"J Osteopath Med"},{"issue":"6","key":"2558_CR24","doi-asserted-by":"publisher","first-page":"795","DOI":"10.1002\/ca.23916","volume":"35","author":"K Krishnamurthy","year":"2022","unstructured":"Krishnamurthy K, Selvaraj N, Gupta P, Cyriac B, Dhurairaj P, Abdullah A, Krishnapillai A, Lugova H, Haque M, Xie S, et al. Benefits of gamification in medical education. Clin Anat. 2022;35(6):795\u2013807.","journal-title":"Clin Anat"},{"issue":"2","key":"2558_CR25","doi-asserted-by":"publisher","first-page":"e30325","DOI":"10.2196\/30325","volume":"4","author":"MD Szeto","year":"2021","unstructured":"Szeto MD, Strock D, Anderson J, Sivesind TE, Vorwald VM, Rietcheck HR, Weintraub GS, Dellavalle RP. Gamification and Game-based strategies for Dermatology Education: Narrative Review. JMIR Dermatol. 2021;4(2):e30325.","journal-title":"JMIR Dermatol"},{"issue":"2","key":"2558_CR26","doi-asserted-by":"publisher","first-page":"402","DOI":"10.3390\/s18020402","volume":"18","author":"R Klaassen","year":"2018","unstructured":"Klaassen R, Bul KCM, Op den Akker R, Van der Burg GJ, Kato PM, Di Bitonto P. Design and evaluation of a pervasive coaching and gamification platform for Young Diabetes patients. Sensors. 2018;18(2):402.","journal-title":"Sensors"},{"key":"2558_CR27","doi-asserted-by":"crossref","unstructured":"Ribeiro MAO, Corr\u00eaa CG, Nunes FLS. Gamification as a Learning Strategy in a Simulation of Dental Anesthesia. In: 2017 19th Symposium on Virtual and Augmented Reality (SVR): 1\u20134 Nov. 2017 2017; 2017: 271\u2013278.","DOI":"10.1109\/SVR.2017.42"},{"issue":"4","key":"2558_CR28","first-page":"220","volume":"10","author":"N Sharifzadeh","year":"2021","unstructured":"Sharifzadeh N, Tabesh H, Kharrazi H, Tara F, Kiani F, Rasoulian Kasrineh M, Mirteimouri M, Tara M. Play and learn for surgeons: a serious game to educate medical residents in uterine artery ligation surgery. Games Health J. 2021;10(4):220\u20137.","journal-title":"Games Health J"},{"key":"2558_CR29","doi-asserted-by":"crossref","unstructured":"Farsi Z, Yazdani M, Butler S, Nezamzadeh M, Mirlashari J. Comparative effectiveness of simulation versus serious game for training nursing students in cardiopulmonary resuscitation: a randomized control trial. International Journal of Computer Games Technology 2021, 2021.","DOI":"10.1155\/2021\/6695077"},{"issue":"1","key":"2558_CR30","first-page":"100","volume":"12","author":"A Malekipour","year":"2017","unstructured":"Malekipour A. Serious games in medical education: why, what and how. J Med Educ Dev. 2017;12(1):100\u201313.","journal-title":"J Med Educ Dev"},{"key":"2558_CR31","doi-asserted-by":"publisher","first-page":"360","DOI":"10.1016\/j.jbusres.2018.01.057","volume":"94","author":"MJ Sousa","year":"2019","unstructured":"Sousa MJ, Rocha \u00c1. Leadership styles and skills developed through game-based learning. J Bus Res. 2019;94:360\u20136.","journal-title":"J Bus Res"},{"issue":"12","key":"2558_CR32","doi-asserted-by":"publisher","first-page":"4822","DOI":"10.3390\/su12124822","volume":"12","author":"J-M Campillo-Ferrer","year":"2020","unstructured":"Campillo-Ferrer J-M, Miralles-Mart\u00ednez P, S\u00e1nchez-Ib\u00e1\u00f1ez R. Gamification in higher education: impact on student motivation and the acquisition of social and civic key competencies. Sustainability. 2020;12(12):4822.","journal-title":"Sustainability"},{"key":"2558_CR33","doi-asserted-by":"publisher","first-page":"881","DOI":"10.1016\/j.procs.2020.05.127","volume":"172","author":"DP Kaur","year":"2020","unstructured":"Kaur DP, Mantri A, Horan B. Enhancing student motivation with use of augmented reality for interactive learning in engineering education. Procedia Comput Sci. 2020;172:881\u20135.","journal-title":"Procedia Comput Sci"},{"issue":"1","key":"2558_CR34","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1097\/BCR.0b013e318204b318","volume":"32","author":"SA Kahn","year":"2011","unstructured":"Kahn SA, Goldman M, Daul M, Lentz CW. The burn surgeon: an endangered species. Can exposure in medical school increase interest in burn surgery? J burn care Res. 2011;32(1):39\u201345.","journal-title":"J burn care Res"},{"issue":"8","key":"2558_CR35","doi-asserted-by":"publisher","first-page":"1766","DOI":"10.1016\/j.burns.2021.09.013","volume":"47","author":"S Sreedharan","year":"2021","unstructured":"Sreedharan S, Cleland H, Lo C. Plastic surgical trainees\u2019 perspectives toward burn surgery in Australia and New Zealand: changes in the last 17 years? Burns. 2021;47(8):1766\u201372.","journal-title":"Burns"},{"key":"2558_CR36","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1016\/j.nedt.2018.04.018","volume":"66","author":"A \u00d8g\u00e5rd-Rep\u00e5l","year":"2018","unstructured":"\u00d8g\u00e5rd-Rep\u00e5l A, De Presno \u00c5K, Fossum M. Simulation with standardized patients to prepare undergraduate nursing students for mental health clinical practice: an integrative literature review. Nurse Educ Today. 2018;66:149\u201357.","journal-title":"Nurse Educ Today"},{"key":"2558_CR37","doi-asserted-by":"publisher","first-page":"105","DOI":"10.1016\/j.compedu.2017.03.008","volume":"110","author":"JC Huizenga","year":"2017","unstructured":"Huizenga JC, ten Dam GTM, Voogt JM, Admiraal WF. Teacher perceptions of the value of game-based learning in secondary education. Comput Educ. 2017;110:105\u201315.","journal-title":"Comput Educ"},{"key":"2558_CR38","doi-asserted-by":"publisher","first-page":"205951311769001","DOI":"10.1177\/2059513117690012","volume":"3","author":"AM Whittam","year":"2017","unstructured":"Whittam AM, Chow W. An educational board game for learning and teaching burn care: a preliminary evaluation. Scars Burns Healing. 2017;3:2059513117690012.","journal-title":"Scars Burns Healing"},{"key":"2558_CR39","unstructured":"Herndon DN. Total burn Care. 5th ed. Elsevier Health Sciences; 2018."},{"key":"2558_CR40","unstructured":"Hinkle JL, Cheever KH. Brunner and Suddarth\u2019s textbook of medical-surgical nursing. Wolters kluwer india Pvt Ltd; 2018."},{"issue":"2","key":"2558_CR41","doi-asserted-by":"publisher","first-page":"118","DOI":"10.58770\/joinihp.1318855","volume":"4","author":"\u015e Bayram","year":"2023","unstructured":"Bayram \u015e, \u00c7Ali\u015eKan N. Mobile Serious game on nursing students\u2019 knowledge, motivation, satisfaction, and views: Tracheostomy Care Example. J Innovative Healthc Practices. 2023;4(2):118\u201329.","journal-title":"J Innovative Healthc Practices"},{"key":"2558_CR42","doi-asserted-by":"publisher","first-page":"25","DOI":"10.1016\/j.nedt.2019.05.010","volume":"79","author":"SB Bayram","year":"2019","unstructured":"Bayram SB, Caliskan N. Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: a randomized controlled trial. Nurse Educ Today. 2019;79:25\u201331.","journal-title":"Nurse Educ Today"},{"key":"2558_CR43","doi-asserted-by":"publisher","first-page":"105178","DOI":"10.1016\/j.nedt.2021.105178","volume":"108","author":"A Min","year":"2022","unstructured":"Min A, Min H, Kim S. Effectiveness of serious games in nurse education: a systematic review. Nurse Educ Today. 2022;108:105178.","journal-title":"Nurse Educ Today"},{"issue":"1","key":"2558_CR44","doi-asserted-by":"publisher","first-page":"e0245389","DOI":"10.1371\/journal.pone.0245389","volume":"16","author":"G Mitchell","year":"2021","unstructured":"Mitchell G, Leonard L, Carter G, Santin O, Brown Wilson C. Evaluation of a \u2018serious game\u2019on nursing student knowledge and uptake of influenza vaccination. PLoS ONE. 2021;16(1):e0245389.","journal-title":"PLoS ONE"},{"issue":"1","key":"2558_CR45","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1186\/s12909-022-03351-5","volume":"22","author":"F Akbari","year":"2022","unstructured":"Akbari F, Nasiri M, Rashidi N, Zonoori S, Amirmohseni L, Eslami J, Torabizadeh C, Havaeji FS, Bigdeli Shamloo MB, Paim CPP. Comparison of the effects of virtual training by serious game and lecture on operating room novices\u2019 knowledge and performance about surgical instruments setup: a multi-center, two-arm study. BMC Med Educ. 2022;22(1):1\u20139.","journal-title":"BMC Med Educ"},{"key":"2558_CR46","doi-asserted-by":"publisher","first-page":"508","DOI":"10.1016\/j.chb.2015.03.074","volume":"50","author":"L Chittaro","year":"2015","unstructured":"Chittaro L, Sioni R. Serious games for emergency preparedness: evaluation of an interactive vs. a non-interactive simulation of a terror attack. Comput Hum Behav. 2015;50:508\u201319.","journal-title":"Comput Hum Behav"},{"key":"2558_CR47","doi-asserted-by":"crossref","unstructured":"Chittaro L. Improving Knowledge Retention and Perceived Control through Serious games: a study about assisted emergency evacuation. IEEE Trans Vis Comput Graph 2023, Pp.","DOI":"10.1109\/TVCG.2023.3292473"},{"key":"2558_CR48","doi-asserted-by":"publisher","first-page":"62","DOI":"10.1016\/j.nedt.2017.12.022","volume":"62","author":"HM Johnsen","year":"2018","unstructured":"Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Sletteb\u00f8 \u00c5. Nursing students\u2019 perceptions of a video-based serious game\u2019s educational value: a pilot study. Nurse Educ Today. 2018;62:62\u20138.","journal-title":"Nurse Educ Today"},{"key":"2558_CR49","doi-asserted-by":"publisher","first-page":"105298","DOI":"10.1016\/j.nedt.2022.105298","volume":"111","author":"S Sarvan","year":"2022","unstructured":"Sarvan S, Efe E. The effect of neonatal resuscitation training based on a serious game simulation method on nursing students\u2019 knowledge, skills, satisfaction and self-confidence levels: a randomized controlled trial. Nurse Educ Today. 2022;111:105298.","journal-title":"Nurse Educ Today"},{"issue":"1","key":"2558_CR50","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1186\/1757-7241-20-79","volume":"20","author":"J Creutzfeldt","year":"2012","unstructured":"Creutzfeldt J, Hedman L, Fell\u00e4nder-Tsai L. Effects of pre-training using serious game technology on CPR performance\u2013an exploratory quasi-experimental transfer study. Scand J Trauma Resusc Emerg Med. 2012;20(1):1\u20139.","journal-title":"Scand J Trauma Resusc Emerg Med"},{"issue":"10","key":"2558_CR51","doi-asserted-by":"publisher","first-page":"1202","DOI":"10.1002\/j.0022-0337.2009.73.10.tb04812.x","volume":"73","author":"PL Tan","year":"2009","unstructured":"Tan PL, Hay DB, Whaites E. Implementing e-learning in a radiological science course in dental education: a short-term longitudinal study. J Dent Educ. 2009;73(10):1202\u201312.","journal-title":"J Dent Educ"},{"issue":"7","key":"2558_CR52","doi-asserted-by":"publisher","first-page":"e135","DOI":"10.2196\/jmir.2590","volume":"15","author":"D Schwarz","year":"2013","unstructured":"Schwarz D, \u0160toura\u010d P, Komenda M, Harazim H, Kosinov\u00e1 M, Gregor J, H\u016flek R, Sm\u00e9kalov\u00e1 O, K\u0159ikava I, \u0160toudek R, et al. Interactive algorithms for teaching and learning acute medicine in the network of medical faculties MEFANET. J Med Internet Res. 2013;15(7):e135.","journal-title":"J Med Internet Res"},{"issue":"2","key":"2558_CR53","doi-asserted-by":"publisher","first-page":"256","DOI":"10.1109\/TEM.2015.2413494","volume":"62","author":"T Mettler","year":"2015","unstructured":"Mettler T, Pinto R. Serious games as a means for scientific knowledge Transfer\u2014A case from Engineering Management Education. IEEE Trans Eng Manage. 2015;62(2):256\u201365.","journal-title":"IEEE Trans Eng Manage"},{"issue":"01","key":"2558_CR54","doi-asserted-by":"publisher","first-page":"18","DOI":"10.3991\/ijet.v17i01.26857","volume":"17","author":"EME Idrissi","year":"2022","unstructured":"Idrissi EME, Chemsi W, El Kababi G, Radid K. The impact of serious game on the nursing students\u2019 learning, behavioral Engagement, and motivation. Int J Emerg Technol Learn (iJET). 2022;17(01):18\u201335.","journal-title":"Int J Emerg Technol Learn (iJET)"},{"issue":"1","key":"2558_CR55","doi-asserted-by":"publisher","first-page":"30","DOI":"10.1089\/g4h.2021.0180","volume":"11","author":"A Calik","year":"2022","unstructured":"Calik A, Kapucu S. The Effect of Serious games for nursing students in clinical decision-making process: a pilot randomized controlled trial. Games Health J. 2022;11(1):30\u20137.","journal-title":"Games Health J"},{"issue":"1","key":"2558_CR56","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1186\/s12909-016-0836-5","volume":"17","author":"ME Dankbaar","year":"2017","unstructured":"Dankbaar ME, Richters O, Kalkman CJ, Prins G, Ten Cate OT, van Merrienboer JJ, Schuit SC. Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Med Educ. 2017;17(1):1\u201310.","journal-title":"BMC Med Educ"},{"key":"2558_CR57","doi-asserted-by":"publisher","first-page":"103944","DOI":"10.1016\/j.ijmedinf.2019.08.004","volume":"130","author":"RA Tubelo","year":"2019","unstructured":"Tubelo RA, Portella FF, Gelain MA, de Oliveira MMC, de Oliveira AEF, Dahmer A, Pinto MEB. Serious game is an effective learning method for primary health care education of medical students: a randomized controlled trial. Int J Med Informatics. 2019;130:103944.","journal-title":"Int J Med Informatics"}],"container-title":["BMC Medical Informatics and Decision Making"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1186\/s12911-024-02558-4.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1186\/s12911-024-02558-4\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1186\/s12911-024-02558-4.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,6,5]],"date-time":"2024-06-05T13:11:45Z","timestamp":1717593105000},"score":1,"resource":{"primary":{"URL":"https:\/\/bmcmedinformdecismak.biomedcentral.com\/articles\/10.1186\/s12911-024-02558-4"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,6,5]]},"references-count":57,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2024,12]]}},"alternative-id":["2558"],"URL":"https:\/\/doi.org\/10.1186\/s12911-024-02558-4","relation":{},"ISSN":["1472-6947"],"issn-type":[{"value":"1472-6947","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,6,5]]},"assertion":[{"value":"5 January 2024","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"28 May 2024","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"5 June 2024","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Research approval was obtained from the Ethics Committee of Mashhad University of Medical Sciences (code of ethics: MUMS.NURSE.REC.1400.096). The principles of confidentiality were observed. Written informed consent was obtained from the participants, too. Also this RCT was registered in the Iran Registry of Clinical Trials (IRCT20220410054483N1, ), Registration date: 18\/04\/2022.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical approval"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"157"}}