Explore if gamified educational tools have been used to construct or elicit patient preferences regarding treatment and to assess how and to what extent they may support the construction or elicitation of preferences. Design criteria were also evaluated to formulate a set of requirements. 
A scoping literature review was performed to identify gamified educational tools used in patient preference experiments. Studies were evaluated on quality, objectives, and findings. Design requirements were collected from eligible studies and the tools included were evaluated against the requirements. One hundred twelve studies were identified in the scoping review and after applying inclusion/exclusion criteria, five studies remained in which a gamified educational tool was used to construct and/or elicit patient preferences in regards to medical treatment. Studies were mainly low quality, demonstrated improvements in user education, and mainly focused on addressing education (5/5) as opposed to preference construction (3/5) or measurement (3/5). No clear methodological framework was described in relation to the development of the gamified educational tools.
Collecting design criteria from the 112 eligible studies resulted in a set of seven preliminary design requirements, which indicated that gamified educational tools must be: (I) interactive, (II) explorative, (III) personalized, (IV) realistic, (V) emotive, (VI) universally understandable, and (VII) time-wise. None of the five gamified educational tools identified in the scoping review were found to address all seven requirements. The most commonly addressed design requirements were ‘interactivity’ (5/5) and ‘explorative’ (5/5). The least addressed design requirement was ‘personalized’ (2/5).
Few gamified educational tools have been used to construct or elicit patient preferences regarding treatment. Although these studies indicated that gamified educational tools led to increased patient understanding, this evidence should be considered with caution due to the low quality of studies that were evaluated. Moreover, there are clear needs for the use of a methodological framework in the development of gamified educational tools and more transparent evaluation of, and reporting on, their effectiveness. Yet, there is a hypothetical basis for their use in specific cases, most notably when patients have limited experience with the choice set and related attributes. The seven design requirements described could be applied in both the evaluation of gamified educational tools and in their prospective development.

A scoping review of scenario-based interactive tools used for patient preference construction and/or elicitation

DIA Europe 2020 

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