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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
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.
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.
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