**2. Theoretical foundation**

#### **2.1 Serious games**

According to Derryberry (2008), what separates serious games from the rest of games is the focus on a specific and intentional learning result to achieve serious, measurable, and continuous performance and behavior changes [11, 12]. The repertoire of computing strategies for medical education is becoming more comprehensive, with the introduction of virtual learning applications (e-learning), based on games, gamification, and via mobile devices. A variety of serious games is being used more often in health education, bearing in mind that health care students are young and technology-savvy. The increased interest in games is evidenced by the growing number of reports and systematic reviews on the use of games in education. According to Bergeron [13], Serious Games is understood as an interactive computer application, with or without a certain connected hardware component, which has a challenging objective, is fun to play, has some scoring concepts, and adds a skill to the user, knowledge or attitude that can be applied in the real world. Games are called serious when they have a pedagogical purpose [14].

#### **2.2 BLS and cardiopulmonary resuscitation**

Basic Life Support (BLS) consists of a set of steps and maneuvers performed sequentially, which include immediate assessment and intervention in each phase of Cardiopulmonary Resuscitation (CPR), identified as follows: C—circulation (evaluation of signs of circulation and performance chest compressions), A—airway opening (assessment and correct positioning of the airways), B—breathing (assessment of respiratory movements and performance of ventilation), and D—early defibrillation. These recommendations are based on the guidelines of the International Liaison Committee on Resuscitation (ILCOR) and the international scientific consensus of the American Heart Association (AHA) [10].
