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dc.contributor.authorLazem, Shaimaaen
dc.contributor.authorWebster, Maryen
dc.contributor.authorHolmes, Wayneen
dc.contributor.authorWolf, Motjeen
dc.date.accessioned2016-04-18T13:34:17Z
dc.date.available2016-04-18T13:34:17Z
dc.date.issued2015-09-02
dc.identifier.citationLazem, S., Webster, M., Holmes, W. and Wolf, M. (2015) Games and Diabetes A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories. Journal of diabetes science and technology, 10 (2), pp. 447-452.en
dc.identifier.urihttp://hdl.handle.net/2086/11911
dc.description.abstractHere we review 18 articles that describe the design and evaluation of 1 or more games for diabetes from technical, methodological, and theoretical perspectives. We undertook searches covering the period 2010 to May 2015 in the ACM, IEEE, Journal of Medical Internet Research, Studies in Health Technology and Informatics, and Google Scholar online databases using the keywords "children," "computer games," "diabetes," "games," "type 1," and "type 2" in various Boolean combinations. The review sets out to establish, for future research, an understanding of the current landscape of digital games designed for children with diabetes. We briefly explored the use and impact of well-established learning theories in such games. The most frequently mentioned theoretical frameworks were social cognitive theory and social constructivism. Due to the limitations of the reported evaluation methodologies, little evidence was found to support the strong promise of games for diabetes. Furthermore, we could not establish a relation between design features and the game outcomes. We argue that an in-depth discussion about the extent to which learning theories could and should be manifested in the design decisions is required.en
dc.language.isoenen
dc.publisherSageen
dc.subjectdiabetesen
dc.subjectgame designen
dc.subjecthealth gamesen
dc.subjectlearning theoriesen
dc.subjectself-managementen
dc.subjecttype 1 diabetesen
dc.titleGames and Diabetes A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theoriesen
dc.typeArticleen
dc.identifier.doihttp://dx.doi.org/10.1177/1932296815604634
dc.researchgroupInstitute for Education Futuresen
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC-BY-NCen
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen


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