J Deshazo et al. Effective Intervention or Child's Play? A Review of Video Games for Diabetes Education. Diabetes Technology & Therapeutics, August 31, 2010.

Deshazo and colleagues sought to identify diabetes education video games and pilot studies in the literature, (2) to review themes in diabetes video game design and evaluation, and (3) to evaluate the potential role of educational video games in diabetes self-management education. Reviewed studies were systematically identified for inclusion from Medline, Web of Science, CINAHL, EMBASE, PsychInfo, IEEE Xplore, and ACM Digital Library. Features of each video game intervention were reviewed and coded based on an existing taxonomy of diabetes interventions framework. Nine studies featuring 11 video games for diabetes care were identified. Video games for diabetes have typically targeted children with type 1 diabetes mellitus and used situation problem-solving methods to teach diet, exercise, self-monitored blood glucose, and medication adherence. Evaluations have shown positive outcomes in knowledge, disease management adherence, and clinical outcomes.

WHAT THE STUDY MAY MEAN TO YOU AS A HEALTH CARE PROVIDER: Video games for diabetes education show potential as effective educational interventions. Yet we found that improvements are needed in expanding the target audience, tailoring the intervention, and using theoretical frameworks. Expanding the target audience beyond juvenile type 1 diabetes mellitus, the use of tailoring, and increased use of theoretical frameworks could improve the reach and effectiveness of educational video games for diabetes education.

WHAT THE STUDY MAY MEAN TO YOU AS A HEALTH CARE CONSUMER:
It is impressive that 11 educational games have been developed and tested with type I diabetes for children. The recommendations of the authors are solid; however, there is also a strong need to assess performance of the skills taught via the video games. The ultimate success of such programs will eventually require data gathered showing consistent performance of self-management skills over time and across settings.