Gamification Frameworks and Models for Health Contexts

An integrative review

Authors

DOI:

https://doi.org/10.31686/ijier.vol9.iss9.3350

Keywords:

Gamification, Health, Frameworks, Models

Abstract

Objective: identify in the literature the state of the art of gamification frameworks and models developed for health contexts. Methods: an integrative literature review of articles indexed in the LILACS, SciELO, PubMed, CINAHL, Scopus and Web of Science databases, in english and published between January 2010 and July 2020. Results: among the 10 studies included in the analysis, nine were published in journals and one in conference proceedings. As well as 100% of the analyzed studies were published between the years 2015 and 2020. Thus, among the articles are studies related to three health contexts, where six frameworks and two models were identified. Conclusions: it is noteworthy that the main gap related to the development of gamification frameworks and models for health contexts is the validation process. As well as, the trend and the possibility of observing the use of participatory approaches in models and frameworks of gamification for some health contexts was evidenced.

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Author Biographies

  • Murilo Guerreiro Arouca, Federal University of Bahia

    Master's student, Dept. of Computer Science

  • Isa Beatriz da Cruz Neves, Federal University of Bahia

    Adjunct Professor, Inst. of Humanities, Arts and Sciences

  • Marcos Ennes Barreto, London School of Economics and Political Science

    Assistant Professorial Lecturer, Dept. of Statistics

  • Carlos Daniel Santana Cruz, Federal University of Bahia

    Master's student, Dept. of Computer Science

  • Ricardo Lustosa Brito, Federal University of Bahia

    Postdoctoral researcher, Institute of Collective Health

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Published

2021-09-01

How to Cite

Arouca, M. G., Neves, I. B. da C., Barreto, M. E., Cruz, C. D. S., & Brito, R. L. (2021). Gamification Frameworks and Models for Health Contexts : An integrative review. International Journal for Innovation Education and Research, 9(9), 374-386. https://doi.org/10.31686/ijier.vol9.iss9.3350
Received 2021-07-28
Accepted 2021-08-13
Published 2021-09-01