Editing Educational game (section)

== Game-based learning ==
Game-based learning (GBL) is a type of [[game play]] that has defined learning outcomes. Generally, game-based learning is designed to balance subject matter with gameplay and the ability of the player to retain, and apply said subject matter to the real world.<ref>{{Cite news|url=http://edtechreview.in/dictionary/298-what-is-game-based-learning|title=What is GBL (Game-Based Learning)?|last=Team|first=Editorial|work=EdTechReview|access-date=2017-03-15|language=en-gb}}</ref> Children tend to spend hours playing hide and seek, learning the steps of digital games, such as chess, and engaging in creative games. Therefore, it can be said that play and learning are synonymous, leading to cognitive and emotional development inside a social and cultural context. For instance, the game of hide and seek: Good hiders need visual and spatial perspective to define the best hiding places, while seekers must be skilled at searching for cues from the surroundings and choosing the most probable location for the hider among various possible places.<ref>{{Cite journal|doi=10.1016/j.compedu.2012.01.012|title= Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation|year= 2012|last1= Yang|first1= Ya-Ting Carolyn|journal= Computers & Education|volume= 59|issue= 2|pages= 365–377}}</ref> A [[systematic review]] investigated the effects of educational games for mental health students:
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|+ Educational game plus standard training compared to standard training for mental health professionals<ref name=Bho2006>{{cite journal|last1=Bhoopathi| first1=P| last2=Sheoran|first2=R| first3=M| last3=Välimäki|title=Educational games for mental health professionals|journal=Cochrane Database of Systematic Reviews|date=2006|volume=2| issue=2|url=http://www.cochrane.org/CD001471/SCHIZ_educational-games-for-mental-health-professionals|pages=CD001471.pub2 |doi=10.1002/14651858.CD001471.pub2| pmid=16625545|pmc=7028004}}</ref>
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! Summary
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| Current very limited evidence suggests educational games could help mental health students gain more points in their tests, especially if they have left revision to the last minute. The one salient study should be refined and repeated.<ref name=Bho2006/>
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! scope="col" style="text-align: left; | Outcome
! scope="col" style="text-align: left; | Findings in words
! scope="col" style="text-align: left; | Findings in numbers
! scope="col" style="text-align: left; | Quality of evidence
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! colspan="4" style="text-align: left; | Knowledge
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| No significant improvement in test scores (> 10%) || Students had a slightly improved chance of improvement in test scores when receiving educational game plus standard training. This finding is based on data of very low quality. || OR 0.06 (0.01 to 0.27) || [[The Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach|Very low]]
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| Average test score (high = good) || On average, students receiving educational game plus standard training scored 6 higher than students with standard training. There was a clear difference between the groups. This finding is based on data of low quality. || [[Mean absolute difference|MD]] 6 higher (2.63 higher to 9.37 higher ) || Low
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| || No study reported any data on outcomes such as adverse effects, mental state, quality of life and information relating to time in services||  || 
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