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Video-game instruction in basic life support maneuvers




Marchiori EJ, Ferrer G, Fernández-Manjón B, Povar Marco J, Suberviola González JF, Giménez Valverde A



Facultad de Informática, Universidad Complutense de Madrid, Spain. CATEDU (Centro Aragonés de Tecnologías para la Educación), Spain. Visiting Scientist, LCS, Massachusetts General Hospital University Harvard, Boston, EE.UU. Servicio de Urgencias, Hospital Universitario Miguel Servet, Zaragoza, Spain. Universidad de Zaragoza, Spain. 061 Aragón, Servicio Aragonés de Salud, Spain.



Objectives: 1) To assess the usefulness of an educational video game to teach the theory
of basic life support to high school students; 2) to compare video-game instruction to
the traditional teaching of basic life support maneuvers through practical
demonstrations by health care professionals.
Methods: An educational video game was developed according to the ILCOR 2010
guidelines. The study was carried out in a sample of 344 secondary school students in
Aragon, Spain. The students, who were allocated to an experimental group and a
control group, took a test before and after instruction in order to detect change in
knowledge.
Results: Viable data were obtained for 331 students. The 187 students in the
experimental group had a mean grade of 5.41 (out of a maximum score of 10) before
playing the game and a mean grade of 7.48 afterwards. Students in the control group
had a mean grade of 4.95 before and 8.56 afterwards. The differences in each group
were significant (t test). After bivariate analysis of variance, the differences in both
groups remained significant.
Conclusions: The experimental group achieved a significant increase in theoretical
knowledge, although they learned less than students in the control group. The relevance
of these results rests on the lower cost per instructional session for the video game,
which can be played an unlimited number of times without supervision. Furthermore,
the game can be distributed free of charge to institutions or individuals.


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