Medical Informatics

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DOI :10.26650/B/ET07.2021.003.36   IUP :10.26650/B/ET07.2021.003.36    Full Text (PDF)

Non-formal E-Learning – Based Health Education: Gamification and Health Literacy

Ekrem Kutbay, Nilgün Bozbuğa

Health is a set of knowledge, attitude, behavior, values, and rules. In the development and protection of health, the participation of the owner of the health is necessary and one protects one’s health best. Health literacy is the ability of the person to read, understand, and use health information to make effective and appropriate decisions about health. The World Health Organization (WHO) defines health literacy as the cognitive and social skills that determine the motivation and ability of individuals to access, understand, and use information through the means that help individuals maintain and contribute to their health. Besides, the WHO suggests that individuals should use integrative education environments wherein they can actively participate and benefit from developments along with new concepts and methods in the field of education to increase their health literacy levels. Gamified systems are examples of some methods that can be used for these purposes. Gamification is an innovative approach that provides opportunities to increase the learner motivation by providing rewarding systems and competitive elements with digital game design techniques. It also generates more effective, productive, and attractive experiences in learning processes to provide dedication for processes, facilitate deep learning, and remember important information with change in positive behavior and increase in concentration. In gamification, rewarding systems and competitive elements employed in games are used with digital game design techniques to maximize the efficiency of the learning process. Basic game mechanics such as feedback, reward, progress development, and socialization are used in gamification. Gamification should be considered as a new approach that can be used to ensure the sustainability of learners’ motivation along with learning concentrations and experiences in e-learning processes, which will enable learners to have more meaningful learning experiences by using motivation-enhancing strategies in ensuring health literacy. Gamification started to be used in many fields, especially in the education industry, since the second half of 2010. However, its implementation in the field of health has accelerated as of 2014. Today, it is possible to encounter examples of computer games specialized in a wide range of health-related areas. These areas include stroke, diabetes, Alzheimer’s disease, cardiovascular diseases, oncological diseases (cancer), chronic diseases, epidemic diseases, rehabilitation, physical activity, diet weight loss, personal hygiene, hand washing, drug use, medical treatment, and mental health diseases. However, our research has determined that there are no serious games and gamified systems focused on health literacy. In this context, an effective use of health services individually and enhancement of the quality of life increase of the level of social health development. Hence, decreasing the difference with developed countries, reducing the cost of health services, and increasing the quality of health services will be possible through the use of gamification elements, health literacy education, and raising the awareness about the same.


DOI :10.26650/B/ET07.2021.003.36   IUP :10.26650/B/ET07.2021.003.36    Full Text (PDF)

Yaygın E-Öğrenme Tabanlı Sağlık Eğitimi: Oyunlaştırma ve Sağlık Okuryazarlığı

Ekrem Kutbay, Nilgün Bozbuğa

Sağlık bilgi, tutum, davranış, değer ve kurallar bütünüdür. Sağlığın geliştirilmesinde ve korunmasında sağlığın sahibinin katılımı gereklidir ve kişinin sağlığını en iyi kendisi korur. Sağlık okuryazarlığı, kişinin sağlıkla ilgili etkin ve uygun kararları verebilmesi için sağlık bilgilerini okuma, anlama ve kullanma yeteneğidir. Dünya Sağlık Örgütü (DSÖ, WHO) tarafından sağlık okuryazarlığı, sağlıklı olmayı sürdürme ve bu duruma katkıda bulunmayı sağlayan yollarla bireylerin bilgiye olan erişim, anlama ve kullanma yeteneği ile motivasyonu belirleyen bilişsel ve sosyal beceriler olarak tanımlanmaktadır. Ayrıca DSÖ, bireylerin sağlık okuryazarlık düzeylerini artırmak için aktif olarak dahil olabildikleri bütünleştirici eğitim ortamlarından yararlanılmalı ve eğitim alanındaki gelişmelerden, yeni kavram ve yöntemlerden faydalanılmalı, önerisinde bulunmaktadır. Oyunlaştırılmış sistemler bu amaçlar için kullanılabilecek yöntemlere örnek olarak gösterilebilir. Oyunlaştırma, ödüllendirme sistemleri ve rekabet unsurlarını dijital oyun tasarım teknikleriyle kullanarak, öğrenme süreçlerinde daha etkili, verimli ve çekici deneyimler sağlayarak öğrenen motivasyonunu arttırma, süreçlere adanmışlık sağlama, olumlu yönde davranış değişikliği ve konsantrasyon artışıyla derin bir öğrenme ve önemli enformasyonu hatırlamayı kolaylaştırma olanakları sunan yenilikçi bir yaklaşımdır. Oyunlaştırmada, öğrenme sürecini daha verimli hale getirmek amacıyla oyunlarda kullanılan ödüllendirme sistemleri ve rekabet unsurları, dijital oyun tasarım teknikleri ile kullanılır. Oyunlaştırmada geri-bildirim, ödül, ilerleme-gelişme ve sosyalleşme gibi temel oyun mekaniklerinden faydalalanılır. Oyunlaştırma, sağlık okuryazarlığının sağlanmasında öğrenenlerin motivasyonunu artırmaya yönelik stratejiler kullanarak, onların daha anlamlı öğrenme deneyimleri yaşayabilmelerine olanak sağlayacak, e-öğrenme süreçlerinde öğrenenlerin motivasyon ve öğrenme konsantrasyonları ile öğrenme deneyimlerinin sürdürülebilirliğini sağlamak için kullanılabilecek yeni bir yaklaşım olarak değerlendirilmelidir. Oyunlaştırma 2010’ların ikinci yarısından itibaren özellikle eğitim ve endüstri alanlarında olmak üzere birçok alanda kullanılmaya başlanmıştır. Ancak sağlık alanına uygulanması 2014 yılı itibariyle hız kazanmıştır. Günümüzde sağlıkla ilgili çok çeşitli alanda özelleşmiş bilgisayar oyunu örnekleri ile karşılaşmak mümkündür. Bu alanlar inme, diyabet, Alzheimer Hastalığı, kardiyovasküler hastalıklar, onkolojik hastalıklar (kanser), kronik hastalıklar, epidemik hastalıklar, rehabilitasyon, fiziksel aktivite, diyet-kilo verme, kişisel hijyen, el yıkama, ilaç kullanımı, tıbbi tedavi ve akıl sağlığı hastalıkları gibi konular üzerine olabilmektedir. Ancak araştırmalarımıza göre özellikle sağlık okuryazarlığı odaklı ciddi oyun ve oyunlaştırılmış sistemlerin bulunmadığı tespit edilmiştir. Bu bağlamda, oyunlaştırma unsurlarının kullanılması, sağlık okuryazarlığı eğitimi ve farkındalığın arttırılmasıyla bireysel olarak sağlık hizmetlerinden etkin bir şekilde yararlanılması ve yaşam kalitesinin yükselmesi, toplumsal olarak sağlık gelişmişlik düzeyinin artması ile gelişmiş ülkelerle farklılığın azalması, sağlık hizmetleri maliyetinin düşürülmesi ve sağlık hizmetlerinin kalitesinin yükseltilmesi sağlanabilecektir.


Keywords: Sağlık okuryazarlığı, oyunlaştırma, sağlık eğitimi, ciddi oyunlar

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