JMIR Publications

ABSTRACT

Background:

Healthcare systems are facing challenges that call for care that is efficient and effective, focused on prevention rather than cure, and transcends traditional care sectors. Such care, summarised as ‘intersectoral collaboration for health,’ is increasingly integrated in national and regional policies. However, its implementation requires structural changes as well as education to support professionals in developing the necessary values and skills. Education through serious gaming holds potential as it enables informal, peer-to-peer learning experiences that combine simulation of practice with opportunities for dialogue and reflection. While serious games are increasingly used for education, empirical insight into learning processes and user experiences remains limited, especially among care professionals.

Objective:

This study explores learning processes and user experiences among participants in Game2Connect, a serious game designed to support primary care and community care providers in implementing intersectoral collaboration for health.

Methods:

In total, 97 participants took part in nine Game2Connect gaming sessions. Participants were primary care professionals, community care professionals, other professionals (e.g. policy advisors, psychologists, educators) and students. Data was collected during and shortly after Game2Connect gaming sessions through observations (for learning processes), questionnaires and group discussions (for user experiences). Data analysis followed a mixed-methods approach, in which qualitative and quantitative data were analysed separately and subsequently integrated.

Results:

Learning processes during Game2Connect were characterised by knowledge exchange on multiple levels, reflection on shared values, and interactions that supported joint learning and mutual understanding. Participants’ user experience included high scores for engagement, perceived relevance, and positive interactions between players, as well as low scores for tension and negative emotions.

Conclusions:

This study provides insight into how interprofessional learning unfolds during Game2Connect, and how serious game elements contribute to these learning processes. Together, these findings illustrate how serious gaming can create a supportive environment for interprofessional learning. Future research is needed to examine how these learning processes translate into sustained changes in collaboration and practice.