Background: Poor oral hygiene is a great public health problem worldwide. Oral health care education is a public health priority as the maintenance of oral hygiene is integral to overall health. Maintaining optimal oral hygiene among children is challenging and can be supported by using relevant motivational approaches. Objective: The primary aim of this study was to identify mobile smartphone apps that include gamification features focused on motivating children to learn, perform, and maintain optimal oral hygiene. Methods: We searched six online app stores using four search terms (“oral hygiene game,” “oral hygiene gamification,” “oral hygiene brush game,” and “oral hygiene brush gamification”). We identified gamification features, identified whether apps were consistent with evidence-based dentistry, performed a quality appraisal with the Mobile App Rating Scale user version (uMARS), and quantified behavior scores (Behavior Change score, uMARS score, and Coventry, Aberdeen, and London-Refined [CALO-RE] score) using three different instruments that measure behavior change. Results: Of 612 potentially relevant apps included in the analysis, 17 met the inclusion criteria. On average, apps included 6.87 (SD 4.18) out of 31 possible gamification features. The most frequently used gamification features were time pressure (16/17, 94%), virtual characters (14/17, 82%), and fantasy (13/17, 76%). The most common oral hygiene evidence-based recommendation was brushing time (2-3 minutes), which was identified in 94% (16/17) of apps. The overall mean uMARS score for app quality was high (4.30, SD 0.36), with good mean subjective quality (3.79, SD 0.71) and perceived impact (3.58, SD 0.44). Sufficient behavior change techniques based on three taxonomies were detected in each app. Conclusions: The majority of the analyzed oral hygiene apps included gamification features and behavior change techniques to perform and maintain oral hygiene in children. Overall, the apps contained some educational content consistent with evidence-based dentistry and high-quality background for oral self-care in children; however, there is scope for improvement.

Use of conversational agents, like chatbots, avatars, and robots is increasing worldwide. Yet, their effectiveness in health care is largely unknown. The aim of this advanced review was to assess the use and effectiveness of conversational agents in various fields of health care. A literature search, analysis, and synthesis were conducted in February 2022 in PubMed and CINAHL. The included evidence was analyzed narratively by employing the principles of thematic analysis. We reviewed articles on artificial intelligence‐based question‐answering systems in health care. Most of the identified articles report its effectiveness; less is known about its use. We outlined study findings and explored directions of future research, to provide evidence‐based knowledge about artificial intelligence‐based question‐answering systems.This article is categorized under: Fundamental Concepts of Data and Knowledge > Human Centricity and User Interaction Application Areas > Health Care Technologies > Artificial Intelligence

Emotional intelligence is an important factor for nursing students’ success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85–193.05) and third year (M = 162.01; 95% CI: 118.65–196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students’ emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

Explanations in interactive machine-learning systems facilitate debugging and improving prediction models. However, the effectiveness of various global model-centric and data-centric explanations in aiding domain experts to detect and resolve potential data issues for model improvement remains unexplored. This research investigates the influence of data-centric and model-centric global explanations in systems that support healthcare experts in optimising models through automated and manual data configurations. We conducted quantitative (n=70) and qualitative (n=30) studies with healthcare experts to explore the impact of different explanations on trust, understandability and model improvement. Our results reveal the insufficiency of global model-centric explanations for guiding users during data configuration. Although data-centric explanations enhanced understanding of post-configuration system changes, a hybrid fusion of both explanation types demonstrated the highest effectiveness. Based on our study results, we also present design implications for effective explanation-driven interactive machine-learning systems.

Introduction: With new generations of students entering the educational system and calling for novel adult learning approaches, such as gamification, traditional didactics seem to be diminishing in importance. The aim of this paper is to introduce gamification as a novel concept in adult learning and to present its impact on nursing education.Methods: Through a combination of 2dSearch, Publish or Perish and PubMed2XL applications and the set criteria, we used the Google Scholar and Medline / PubMed search engines to compile, analyse, and synthesise studies related to gamification in correlation with the educational process in the field of nursing. To assess the level of methodological quality of research, we used the Mixed Methods Appraisal Tool (MMAT).Results: The final analysis included nine studies related to gamification in nursing course units. Most often, game elements in the form of badges and feedback were included. Most research studies reported a positive impact of gamification on nursing students in the form of increased motivation and engagement, with only one survey reporting a negative impact in the form of inappropriateness and inefficiency. The evaluation of the included studies according to the MMAT tool showed a medium level of methodological quality. Discussion and conclusion: Gamification is a relatively new concept in nursing education and represents the potential for a more advanced way of conveying information. In the future, research should be carried out to clarify the concept of gamification and examine the possibilities of its implementation in the educational environment in Slovenia.