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Group Design

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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...
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  11. The Effect Of An Educational Intervention For University Students On Violence Against The Elderly Using Gamification: A Non-randomized Clinical Trial

The effect of an educational intervention for university students on violence against the elderly using gamification: a non-randomized clinical trial

Juliana Ribeiro da Silva Vernasque1,2,3, Miriam Fernanda Sanches Alarcon4, Daiana Bonfim5

  • 1Faculdade de Medicina de Marília, Educação em Ciências da Saúde, Marília, SP, Brazil.

Revista Latino-Americana De Enfermagem
|August 20, 2025

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View abstract on PubMed

Summary
This summary is machine-generated.

A gamified educational intervention improved university students' attitudes and perceptions regarding violence against the elderly. This approach effectively stimulated protective behaviors and ethical awareness, though knowledge levels remained unchanged.

Area of Science:

  • Gerontology
  • Educational Psychology
  • Public Health

Background:

  • University students are key in reporting elder neglect.
  • Enhancing awareness of older adults' rights in public spaces is crucial.
  • Innovative training fosters more empathetic professionals.

Purpose of the Study:

  • To assess the impact of a gamified educational intervention on university students' knowledge, perceptions, and attitudes toward violence against the elderly.
  • To evaluate the effectiveness of gamification in promoting protective attitudes and ethical awareness concerning elder abuse.

Main Methods:

  • A non-randomized clinical trial with 44 university students (22 intervention, 22 control).
  • Intervention group engaged in hybrid gamification activities focused on elder violence.

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  • Thematic case analysis and statistical tests (Chi-square, Student's t) were used for evaluation.

    • Main Results:

    • Significant differences observed in attitudes and perceptions between groups.
    • Intervention group students reported more neglect cases and better prevention awareness in public spaces.
    • Gamification effectively stimulated protective attitudes and ethical perceptions but did not significantly alter knowledge.

    Conclusions:

    • Gamified intervention positively influences attitudes and perceptions regarding elder abuse.
    • Further comprehensive studies are needed to validate these findings.
    • This approach shows potential for training more aware and empathetic professionals.