Table 2 Examples of recent RCTs using board games
Authors (years) | Countries | Subjects | Board games | Control setting | Outcomes or variables | Impact |
|---|---|---|---|---|---|---|
Nederkoorn C et al. (2018) [34] | The Netherlands | 66 children aged 3–10 years | Age-appropriate memory-related board game | Play with large bowl filled with colorless, odorless jelly (Jelly group) | Acceptance of a food with a specific texture | Jelly group ate significantly more jelly dessert |
Fancourt D et al. (2016) [35] | UK | 352 subjects aged > 16 years without surgical training | Board game requiring removal of 3 organs from Cavity Sam (experimental tool) | Operating theater sound, classical music, or rock as background music | Surgical speed, accuracy, and perceived distraction | Rock music impaired men’s performance of complex surgical procedures in board game |
Karbownik MS et al. (2016) [36] | Poland | 124 medical students | AntimicroGAME to learn bacteriology, antimicrobial drug actions | Lecture-based seminar | Short-term knowledge retention about pharmacology of antimicrobial drugs | Long-term knowledge retention greater in board game participants vs. controls |
Sharps M & Robinson E (2016) [37] | UK | 143 children aged 6–11 years | Board game with descriptive social norm–based or health message | Board game with animal images | Children’s fruit and vegetable intake | Health and social norm–based messages increased fruit and vegetable intake vs. controls |
Viggiano A et al. (2015) [38] | Italy | 3110 subjects aged 9–19 years | Kaledo board game to promote nutrition education, improve dietary behavior | No board game during study period | Adolescent food habits and body mass index | Treatment group showed improved nutrition knowledge, healthy diet, food habits, physical activity |
Fernandes SC et al. (2014) [39] | Sweden | 125 children aged 8–12 years | Educational board game, video, or booklet with surgery and hospitalization information | Entertaining tools with same formats (comparison group), no tool (control group) | Children’s preoperative worries and parental anxiety | Educational group less worried about surgery, hospital procedures vs. other two groups |
Laski EV & Siegler RS (2014) [40] | USA | 42 kindergartners, mean age 5.8 years | Numerical board game, counting on from current number on board | Same game, standard count-from-1 procedure | Children’s knowledge of numbers in the 0–100 range | Number line estimates, numeral identification, count-on skill improved more in count-on group |
Charlier N & De Fraine B (2013) [41] | Belgium | 120 students | Board game to obtain first-aid knowledge | Traditional lecture | Students’ Knowledge of first aids | Game condition was preferred, but lecture more effectively increased knowledge |
Swiderska N et al. (2013) [42] | UK | 67 medical students | Educational board game in neonatology | Normally provided teaching | Students’ test scores in neonatology | Neonatology test scores higher in game vs. control group (p = 0.09) |
Khazaal Y et al. (2013) [43] | Switzerland | 240 current smokers aged 18–65 years | Pick-Klop game, cards with smoking-related questions, response options | Psychoeducation to stop smoking, wait-list control | Smoking-related attitudes and behaviors | Game group less likely to remain smokers vs. wait-list group |
Cho KH et al. (2012) [44] | Republic of Korea | 24 stroke patients | Virtual reality training with balance-board game system | Standard rehabilitation program only | Statics balance of chronic stroke patients | Significant improvement in dynamic balance in chronic stroke patients with virtual-reality balance training |
Wanyama JN et al. (2012) [45] | Uganda | 180 HIV-positive participants | Educational board game to impart health knowledge | Standardized health talk | Uptake of knowledge to HIV and sexually transmitted infections | Educational game improved uptake of HIV, sexually transmitted infection knowledge |