Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

The Scientific Method02:40

The Scientific Method

Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
Group Design02:01

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
Milgram's Obedience to Authority02:20

Milgram's Obedience to Authority

Obedience to authority is classically demonstrated in a more famous series of social psychology experiments performed by Stanley Milgram. He was a social psychology professor at Yale who was influenced by the trial of Adolf Eichmann, a Nazi war criminal. Eichmann’s defense for the atrocities he committed was that he was “just following orders.”
What is an Experiment?01:12

What is an Experiment?

An experiment is a planned activity carried out under controlled conditions. The purpose of an experiment is to investigate the relationship between two variables. When one variable causes change in another, we call the first variable the explanatory or independent variable. The affected variable is called the response or dependent variable. In a randomized experiment, the researcher manipulates values of the explanatory variable and measures the resulting changes in the response variable. The...
Randomized Experiments01:13

Randomized Experiments

The randomization process involves assigning study participants randomly to experimental or control groups based on their probability of being equally assigned. Randomization is meant to eliminate selection bias and balance known and unknown confounding factors so that the control group is similar to the treatment group as much as possible. A computer program and a random number generator can be used to assign participants to groups in a way that minimizes bias.
Simple randomization
Simple...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Longitudinal changes of choroid plexus volumes and MRI ratios in multiple sclerosis.

Brain communications·2026
Same author

Beyond antibodies in GAD65 autoimmunity: Reframing pathogenesis through intrathecal B-T cell cross-talk.

Proceedings of the National Academy of Sciences of the United States of America·2026
Same author

A Novel 3D Semi-Automated Full Quantification Technique for Detection of Intraneural Phospho-α-Synuclein in Skin Biopsies.

European journal of neurology·2026
Same author

Psoriasis under B-cell depleting therapies in multiple sclerosis: a retrospective multicenter analysis.

Therapeutic advances in neurological disorders·2026
Same author

Treatment-free remission in MS: long-term disease control with cladribine tablets.

Journal of neurology·2026
Same author

Longitudinal Evaluation of Polyneuropathy in Atypical Parkinsonian Syndromes.

Neurology international·2026

Related Experiment Video

Updated: May 13, 2026

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

16.7K

Education Research: Teaching Neurologic Emergencies Through Serious Games: A Randomized Comparative Intervention

Maximilian Heidrich1, Helena-Fee Gudorf2, Kristoph Rauchstaedt3

  • 1Department of Internal Medicine, Augusta Kliniken Hattingen, Bochum, Germany.

Neurology. Education
|June 13, 2025
PubMed
Summary

Serious games (SGs) improve neurology education by enhancing knowledge retention and learner satisfaction. This digital, video-based approach is well-received by students and sustains learning longer than traditional methods.

More Related Videos

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.2K
Simulator Training for Endovascular Neurosurgery
08:08

Simulator Training for Endovascular Neurosurgery

Published on: May 6, 2020

3.6K

Related Experiment Videos

Last Updated: May 13, 2026

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

16.7K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.2K
Simulator Training for Endovascular Neurosurgery
08:08

Simulator Training for Endovascular Neurosurgery

Published on: May 6, 2020

3.6K

Area of Science:

  • Medical Education
  • Neurology
  • Digital Learning

Background:

  • Serious games (SGs) are increasingly used in education, but data on their application in neurology are limited.
  • This study addresses the need for evidence on SG effectiveness in teaching neurologic emergencies.

Purpose of the Study:

  • To evaluate the impact of a serious game on knowledge retention in neurology.
  • To assess learner satisfaction and subjective impressions of decision-making skills.

Main Methods:

  • A digital, interactive serious game with video simulations was developed for neurologic emergencies.
  • A randomized controlled trial compared the SG with traditional clinical case seminars and a control group.
  • Knowledge retention was measured via multiple-choice tests, with secondary outcomes including satisfaction and usability.

Main Results:

  • Knowledge retention scores were comparable immediately after instruction but declined less in the SG group over 3 weeks.
  • The SG group reported higher satisfaction and usability, with 93.5% experiencing reduced fear of clinical emergencies.
  • Participant feedback highlighted the engaging nature of the SG format.

Conclusions:

  • Video-based serious games are effective for teaching neurologic emergency medicine.
  • SG-acquired knowledge is more durable compared to traditional methods.
  • Serious games are well-received by Generation Z learners, indicating their potential in modern medical education.