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Stroke. 2014 Mar;45(3):889-92. doi: 10.1161/STROKEAHA.113.002906. Epub 2014 Jan 30.

Effect of a novel video game on stroke knowledge of 9- to 10-year-old, low-income children.

Author information

1
From the Department of Neurology, The Neurological Institute of New York, Columbia University Medical Center, New York, NY.

Abstract

BACKGROUND AND PURPOSE:

Improving actionable stroke knowledge of a witness or bystander, which in some cases are children, may improve response to an acute stroke event.

METHODS:

We used a quasiexperimental pre-test post-test design to evaluate actionable stroke knowledge of 210 children aged 9 to 10 years in response to a single, 15-minute exposure to a stroke education video game conducted in the school computer laboratory. After immediate post-test, we provided remote password-protected online video game access and encouraged children to play at their leisure from home. An unannounced delayed post-test occurred 7 weeks later.

RESULTS:

Two hundred ten children completed pretest, 205 completed immediate post-test, whereas 198 completed delayed post-test. One hundred fifty-six (74%) children had Internet access at home, and 41 (26%), mostly girls, played the video game remotely. There was significant improvement in stroke symptom composite scores, calling 911, and all individual stroke knowledge items, including a distractor across the testing sequence (P<0.05). Children who played the video game remotely demonstrated significant improvement in knowledge of 1 symptom (sudden imbalance) compared with children who did not (P<0.05), although overall composite scores showed no difference.

CONCLUSIONS:

Stroke education video games may represent novel means for improving and sustaining actionable stroke knowledge of children.

KEYWORDS:

health education; healthcare disparities; stroke

PMID:
24481976
PMCID:
PMC4071768
DOI:
10.1161/STROKEAHA.113.002906
[Indexed for MEDLINE]
Free PMC Article
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