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

Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

322
The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
322
Group Design02:01

Group Design

11.0K
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...
11.0K
Ethics in Research01:56

Ethics in Research

26.3K
Today, scientists agree that good research is ethical in nature and is guided by a basic respect for human dignity and safety. However, this has not always been the case. Modern researchers must demonstrate that the research they perform is ethically sound.
26.3K

You might also read

Related Articles

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

Sort by
Same author

Not all reflection is equal: Reflective practice, not self-reflection, correlates with Indonesian medical students' professional identity formation.

Medical education·2026
Same author

Tailoring for Health Literacy in the Design and Development of eHealth Interventions: Systematic Review.

JMIR human factors·2025
Same author

Exploring needs, prevalence and experience with robotic-assisted surgery training among residents: a mixed method study.

Journal of robotic surgery·2025
Same author

Under the radar: How participating in a student organization can shape medical students' professional identity.

Medical education·2025
Same author

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review.

JMIR human factors·2022
Same author

Maximizing Authentic Learning and Real-World Problem-solving in Health Curricula Through Psychological Fidelity in a Game-Like Intervention: Development, Feasibility, and Pilot Studies.

Medical science educator·2021

Related Experiment Video

Updated: Apr 12, 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

17.4K

Research Design Processes in Serious Games for Adolescent Mental Health: Systematic Review.

S T Rooij de1, D A Kuipers1, J T Prins2

  • 1Lectorate of Design Driven Innovation, School of Design, NHL Stenden University of Applied Sciences, Rengerslaan 8-10, Leeuwarden, 8917 DD, The Netherlands, 31 088 991 7000.

JMIR Serious Games
|April 10, 2026
PubMed
Summary

Serious games for adolescent mental health often embed learning concepts implicitly. This review highlights the need for explicit design rationales to connect game-based learning to real-world healthcare applications.

Keywords:
adolescent mental healthboundary crossingdesign rationalegame-based learninghealth care innovationlearning transfermodel of realityserious gamesserious gaming

More Related Videos

Measuring Engagement of Spectators of Social Digital Games
14:02

Measuring Engagement of Spectators of Social Digital Games

Published on: July 3, 2021

4.0K

Related Experiment Videos

Last Updated: Apr 12, 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

17.4K
Measuring Engagement of Spectators of Social Digital Games
14:02

Measuring Engagement of Spectators of Social Digital Games

Published on: July 3, 2021

4.0K

Area of Science:

  • Adolescent Mental Health
  • Game-Based Learning
  • Digital Health Interventions

Background:

  • Serious games are recognized for their effectiveness in adolescent mental health interventions, aiding emotional regulation and skill development.
  • However, the integration of theoretical concepts like transfer, boundary crossing, and models of reality in serious game design is not consistently detailed.
  • Clarifying these design elements is crucial for understanding how game-based learning translates to real-world healthcare practice.

Purpose of the Study:

  • To systematically review serious games designed for adolescent healthcare.
  • To examine how game designs incorporate and represent constructs of transfer, boundary crossing, and models of reality.
  • To assess how these elements support learning and facilitate outcomes in adolescent mental health.

Main Methods:

  • A systematic search was conducted across five major databases (PubMed, Scopus, ERIC, PsycINFO, EMBASE) up to 2023.
  • Included studies focused on serious games for adolescents with behavioral or developmental health concerns.
  • A qualitative analytical framework was applied to identify design elements, specifically focusing on transfer, boundary crossing, and models of reality.

Main Results:

  • Thirty-three studies met the inclusion criteria, with figural transfer (24 studies) and reflection (22 studies) being the most common.
  • Causal and procedural models of reality were frequently identified, while explicit design rationales were rarely reported.
  • Serious games predominantly emphasized reflective and representational learning, with theoretical constructs often implicitly embedded.

Conclusions:

  • Serious games for adolescent mental health primarily utilize reflective and representational learning approaches.
  • Theoretical constructs like transfer, boundary crossing, and models of reality are often implicitly integrated into game designs.
  • An analytical framework can help align design choices with intended learning mechanisms and real-world applications in adolescent mental health interventions.