Advertisement

Promoting Healthy Adolescent Lifestyles Through Serious Games: Enacting a Multidisciplinary Approach

  • Ian Dunwell
  • Laura A. Condon
  • Kim C. M. Bul
  • Alexandra R. Lang
  • Sarah Atkinson
  • Neil S. Coulson
  • Emily Collins
Chapter

Abstract

Long-term health risks associated with unhealthy lifestyles present a significant current and future burden for healthcare providers. Adolescence represents a critical time for intervention, as habits formed during this period can persist throughout adult life. Given the prevalence of gaming as an entertainment medium amongst adolescents, and subsequent potential for engagement, the use of serious games to promote changes in lifestyle behaviour offers a potential solution. Creating such games requires a breadth of multidisciplinary expertise, working collaboratively to create research-informed designs which reflect both behavioural theory and entertainment game design best practices. In this chapter, challenges and benefits associated with multidisciplinary design are identified and discussed, with strategies presented to overcome and avoid potential issues. With reference to a current project, the perspectives of the theorist, iterative designer, and game developer are contrasted, providing a reference for future projects implementing multidisciplinary approaches to serious game design.

Keywords

Games for health Multidisciplinary design Lifestyle intervention Serious games 

Notes

Acknowledgements

This work has been part supported by the European Commission under the collaborative project PEGASO (“Personalised Guidance Services for Optimising Lifestyle in Teenagers”) funded by the European Commission under the Seventh Framework Programme, FP7-ICT-2013-10.

References

  1. Abeele, V., Schutter, B., Geurts, L., DeSmet, S., Wauters, J., Husson, J., Audenaeren, L., Broeckhoven, F., Annema, J.-H., Geerts, D.: P-III: a player-centered, iterative, interdisciplinary and integrated framework for serious game design and development. In: Wannemacker, S., Vandercruysse, S., Clarebout, G. (eds.) Serious games: the challenge: ITEC/CIP and T 2011: joint conference of the interdisciplinary research group on technology, education, and communication, and the scientific network on critical and flexible thinking Ghent, Belgium, October 19–21, 2011, Revised selected papers, pp. 82–86. Springer, Berlin/Heidelberg (2012). doi: 10.1007/978-3-642-33814-4_14
  2. Alankus, G., Proffitt, R., Kelleher, C., Engsberg, J.: Stroke therapy through motion-based games: a case study. ACM. Trans. Access. Comput. 4(1), 1–35 (2011). doi: 10.1145/2039339.2039342 CrossRefGoogle Scholar
  3. Annetta, L.A.: The “I’s” have it: a framework for serious educational game design. Rev. Gen. Psychol. 14(2), 105–112 (2010). doi: 10.1037/a0018985 CrossRefGoogle Scholar
  4. Baert, V., Gorus, E., Mets, T., Geerts, C., Bautmans, I.: Motivators and barriers for physical activity in the oldest old: a systematic review. Ageing Res. Rev. 10(4), 464–474 (2011). doi: 10.1016/j.arr.2011.04.001 CrossRefGoogle Scholar
  5. Bandura, A.: Self-efficacy: toward a unifying theory of behavioral change. Psychol. Rev. 84(2), 191–215 (1977). doi: 10.1037/0033-295x.84.2.191 CrossRefGoogle Scholar
  6. Baranowski, T., Baranowski, J., Thompson, D., Buday, R.: Behavioral science in video games for children’s diet and physical activity change: key research needs. J. Diabet. Sci. Technol. 5(2), 229–233 (2011a). doi: 10.1177/193229681100500204 CrossRefGoogle Scholar
  7. Baranowski, T., Baranowski, J., Thompson, D., Buday, R., Jago, R., Griffith, M.J., Islam, N., Nguyen, N., Watson, K.B.: Video game play, child diet, and physical activity behavior change: a randomized clinical trial. Am. J. Prev. Med. 40(1), 33–38 (2011b). doi: 10.1016/j.amepre.2010.09.029 CrossRefGoogle Scholar
  8. Bourgonjon, J., Valcke, M., Soetaert, R., Schellens, T.: Students’ perceptions about the use of video games in the classroom. Comput. Educ. 54(4), 1145–1156 (2010). doi: 10.1016/j.compedu.2009.10.022 CrossRefGoogle Scholar
  9. Brooke, J.: SUS: A “quick and dirty” usability scale. Usability evaluation in industry. Taylor and Francis, London (1996)Google Scholar
  10. Brox, E., Fernandez-Luque, L., Tøllefsen, T.: Healthy gaming – video game design to promote health. ACI. 2(2), 128–142 (2011). doi: 10.4338/aci-2010-10-r-0060 CrossRefGoogle Scholar
  11. Connolly, T.M., Boyle, E.A., MacArthur, E., Hainey, T., Boyle, J.M.: A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 59(2), 661–686 (2012). doi: 10.1016/j.compedu.2012.03.004 CrossRefGoogle Scholar
  12. Csikszentmihályi, M.: Flow: the psychology of optimal experience. Harper & Row, New York (1990)Google Scholar
  13. Culley, L., Hudson, N., Rapport, F.: Using focus groups with minority ethnic communities: researching infertility in British South Asian Communities. Qual. Health Res. 17(1), 102–112 (2007). doi: 10.1177/1049732306296506 CrossRefGoogle Scholar
  14. Davis, E.A., Miyake, N.: Explorations of scaffolding in complex classroom systems. J. Learn. Sci. 13(3), 265–272 (2004). doi: 10.1207/s15327809jls1303_1 CrossRefGoogle Scholar
  15. DeShazo, J., Harris, L., Pratt, W.: Effective intervention or child’s play? A review of video games for diabetes education. Diabetes Technol. Ther. 12(10), 815–822 (2010). doi: 10.1089/dia.2010.0030 CrossRefGoogle Scholar
  16. DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., Poels, K., Van Lippevelde, W., Bastiaensens, S., Van Cleemput, K., Vandebosch, H., De Bourdeaudhuij, I.: A meta-analysis of serious digital games for healthy lifestyle promotion. Prev. Med. 69, 95–107 (2014). doi: 10.1016/j.ypmed.2014.08.026 CrossRefGoogle Scholar
  17. Dunwell, I., Jarvis, S.: A serious game for on-the-ward infection control awareness training: ward off infection. In: DeBattista, K., Arnab, S., Dunwell, I. (eds.) Serious games for healthcare: applications and implications. Medical Information Science Reference, Hershey (2013)Google Scholar
  18. Dunwell, I., de Freitas, S., Petridis, P., Hendrix, M., Arnab, S., Lameras, P., Stewart, C.: A game-based learning approach to road safety: the code of everand. Paper presented at the Proceedings of the 32nd annual ACM conference on Human factors in computing systems, Toronto, Ontario, Canada (2014)Google Scholar
  19. Eck, R.V.: Interdisciplinary models and tools for serious games: emerging concepts and future directions. IGI Global, Hershey (2010)Google Scholar
  20. Elbert, N.J., van Os-Medendorp, H., van Renselaar, W., Ekeland, A.G., Hakkaart-van Roijen, L., Raat, H., Nijsten, T.E., Pasmans, S.G.: Effectiveness and cost-effectiveness of ehealth interventions in somatic diseases: a systematic review of systematic reviews and meta-analyses. J. Med. Internet. Res. 16(4), e110 (2014). doi: 10.2196/jmir.2790 CrossRefGoogle Scholar
  21. Fisch, S.M.: Making educational computer games “educational”. Paper presented at the Proceeding of the 2005 conference on Interaction design and children – IDC ‘05 (2005)Google Scholar
  22. Gee, J.P.: What video games have to teach us about learning and literacy. Comput Entertain. 1(1), 20 (2003). doi: 10.1145/950566.950595 MathSciNetCrossRefGoogle Scholar
  23. Green, M.C., Brock, T.C.: Narrative impact: social and cognitive foundations. Lawrence Erlbaum Associates, Mahwah (2002)Google Scholar
  24. Hays, R.T., Jacobs, J.W., Prince, C., Salas, E.: Flight simulator training effectiveness: a meta-analysis. Mil. Psychol. 4(2), 63–74 (1992). doi: 10.1207/s15327876mp0402_1 CrossRefGoogle Scholar
  25. ISFE: Videogames in Europe. Interactive Software Federation of Europe (2012)Google Scholar
  26. Iversen, O.S., Brodersen, C.: Building a BRIDGE between children and users: a socio-cultural approach to child–computer interaction. Cogn. Tech. Work. 10(2), 83–93 (2007). doi: 10.1007/s10111-007-0064-1 CrossRefGoogle Scholar
  27. Kato, P.M.: Evaluating efficacy and validating games for health. Games. Health. J. 1(1), 74–76 (2012). doi: 10.1089/g4h.2012.1017 CrossRefGoogle Scholar
  28. Kato, P.M., Cole, S.W., Bradlyn, A.S., Pollock, B.H.: A video game improves behavioral outcomes in adolescents and young adults with cancer: a randomized trial. Pediatrics. 122(2), e305–e317 (2008). doi: 10.1542/peds.2007-3134 CrossRefGoogle Scholar
  29. Komulainen, J., Takatalo, J., Lehtonen, M., #246, Nyman, t.: Psychologically structured approach to user experience in games. Paper presented at the Proceedings of the 5th Nordic conference on Human-computer interaction: building bridges, Lund, Sweden, (2008)Google Scholar
  30. Krebs, P., Prochaska, J.O., Rossi, J.S.: A meta-analysis of computer-tailored interventions for health behavior change. Prev. Med. 51(3–4), 214–221 (2010). doi: 10.1016/j.ypmed.2010.06.004 CrossRefGoogle Scholar
  31. Kroemer, K.: ‘Extra-ordinary’ Ergonomics. Informa UK Limited. (2005). doi: 10.1201/9780203025246
  32. Lang, A.R., Craven, M.P., Atkinson, S., Simons, L., Cobb, S., Mazzola, M.: Human factors multi-technique approach to teenage engagement in digital technologies health research. Perspectives on HCI Research with Teenagers. Springer Nature. (2016). doi: 10.1007/978-3-319-33450-9_4
  33. Lima, L.G.R.d., Salgado, A.L., Freire, P.: Evaluation of the user experience and intrinsic motivation with educational and mainstream digital games. Paper presented at the Proceedings of the Latin American Conference on Human Computer Interaction, Cordoba (2015)Google Scholar
  34. Lu, A.S., Baranowski, T., Thompson, D., Buday, R.: Story immersion of videogames for youth health promotion: a review of literature. Games. Health. J. 1(3), 199–204 (2012). doi: 10.1089/g4h.2011.0012 CrossRefGoogle Scholar
  35. Ma, Y., Williams, D., Prejean, L., Richard, C.: A research agenda for developing and implementing educational computer games. Br. J. Educ. Technol. 38(3), 513–518 (2007). doi: 10.1111/j.1467-8535.2007.00714.x CrossRefGoogle Scholar
  36. Malamed, C.: Book review: ‘The gamification of learning and instruction: game-based methods and strategies for training and education’ by Karl Kapp. eLearn. 2012(5), 3 (2012). doi: 10.1145/2207270.2211316 CrossRefGoogle Scholar
  37. Marne, B., Wisdom, J., Huynh-Kim-Bang, B., Labat, J-M.: The six facets of serious game design: a methodology enhanced by our design pattern library. Paper presented at the Proceedings of the 7th European conference on Technology Enhanced Learning, Saarbrucken, Germany, (2012)Google Scholar
  38. Matheson, D., Spranger, K.: Content analysis of the use of fantasy, challenge, and curiosity in school-based nutrition education programs. J. Nutr. Educ. 33(1), 10–16 (2001). doi: 10.1016/s1499-4046(06)60004-3 CrossRefGoogle Scholar
  39. Mautone, P.D., Spiker, V.A., Karp, M.R.: Using serious game technology to improve aircrew training. In: Interservice/Industry Training, Simulation and Education Conference (IITSEC), Orlando, Florida, 2008Google Scholar
  40. McGuire, A.M., Anderson, D.J., Fulbrook, P.: Perceived barriers to healthy lifestyle activities in midlife and older Australian women with type 2 diabetes. Collegian. 21(4), 301–310 (2014). doi: 10.1016/j.colegn.2013.07.001 CrossRefGoogle Scholar
  41. Meyer, B., Sørensen, B.H.: Designing serious games for computer assisted language learning – a framework for development and analysis. Intelligent Systems, Control, and Automation: Science and Engineering (37). Springer Science + Business Media (2009). doi:10.1007/978–1–4020-9496-5_5Google Scholar
  42. Michie, S., van Stralen, M.M., West, R.: The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implement. Sci. 6(1), (2011). doi: 10.1186/1748-5908-6-42
  43. Monaghan, D.S., Honohan, F., Mitchell, E., O’Connor, N.E., Chatzitofis, A., Zarpalas, D., Daras, P.: HeartHealth: new adventures in serious gaming. Paper presented at the Proceedings of the 23rd ACM international conference on Multimedia, Brisbane, Australia (2015)Google Scholar
  44. Newsworks: Be smart about smartphones – five principles for engaging the smartphone newsbrand consumer. YouGov, UK. (2015)Google Scholar
  45. Nielsen: The Total Audience Report. Nielsen, (2015)Google Scholar
  46. Noar, S.M., Benac, C.N., Harris, M.S.: Does tailoring matter? Meta-analytic review of tailored print health behavior change interventions. Psychol. Bull. 133(4), 673–693 (2007). doi: 10.1037/0033-2909.133.4.673 CrossRefGoogle Scholar
  47. Papastergiou, M.: Exploring the potential of computer and video games for health and physical education: a literature review. Comput. Educ. 53(3), 603–622 (2009). doi: 10.1016/j.compedu.2009.04.001 CrossRefGoogle Scholar
  48. Parker, L.E., Lepper, M.R.: Effects of fantasy contexts on children’s learning and motivation: making learning more fun. J. Pers. Soc. Psychol. 62(4), 625–633 (1992). doi: 10.1037/0022-3514.62.4.625 CrossRefGoogle Scholar
  49. Portnoy, D.B., Scott-Sheldon, L.A.J., Johnson, B.T., Carey, M.P.: Computer-delivered interventions for health promotion and behavioral risk reduction: a meta-analysis of 75 randomized controlled trials, 1988–2007. Prev. Med. 47(1), 3–16 (2008). doi: 10.1016/j.ypmed.2008.02.014 CrossRefGoogle Scholar
  50. Portnoy, F., Aseron, R., Harrington, M., Kremer, K., Nichols, T., Zammitto, V.: Facing the human factors challenges in game design: a discussion panel. Proc. Hum. Factors. Ergon Soc Ann Meet. 55(1), 520–524 (2011). doi: 10.1177/1071181311551106 CrossRefGoogle Scholar
  51. Prensky, M.: Digital game-based learning. Comput. Entertain. 1(1), 21 (2003). doi: 10.1145/950566.950596 CrossRefGoogle Scholar
  52. Primack, B.A., Carroll, M.V., McNamara, M., Klem, M.L., King, B., Rich, M., Chan, C.W., Nayak, S.: Role of video games in improving health-related outcomes. Am. J. Prev. Med. 42(6), 630–638 (2012). doi: 10.1016/j.amepre.2012.02.023 CrossRefGoogle Scholar
  53. Prochaska, J.O., Norcross, J.C.: Stages of change. Psychother. Theory Res. Pract. Train. 38(4), 443–448 (2001). doi: 10.1037//0033-3204.38.4.443 CrossRefGoogle Scholar
  54. Rahmani, E., Boren, S.A.: Videogames and health improvement: a literature review of randomized controlled trials. Games. Health. J. 1(5), 331–341 (2012). doi: 10.1089/g4h.2012.0031 CrossRefGoogle Scholar
  55. Rooney, P.: A theoretical framework for serious game design: exploring pedagogy, play and fidelity and their implications for the design process. Int. J. Game-Based. Learn. 2(4), 41–60 (2012). doi: 10.4018/ijgbl.2012100103 CrossRefGoogle Scholar
  56. Ryan, R.M., Rigby, C.S., Przybylski, A.: The motivational pull of video games: a self-determination theory approach. Motiv. Emot. 30(4), 344–360 (2006). doi: 10.1007/s11031-006-9051-8 CrossRefGoogle Scholar
  57. Schrader, C., Bastiaens, T.J.: The influence of virtual presence: effects on experienced cognitive load and learning outcomes in educational computer games. Comput. Hum. Behav. 28(2), 648–658 (2012). doi: 10.1016/j.chb.2011.11.011 CrossRefGoogle Scholar
  58. Sim, G., MacFarlane, S., Read, J.: All work and no play: measuring fun, usability, and learning in software for children. Comput. Educ. 46(3), 235–248 (2006). doi: 10.1016/j.compedu.2005.11.021 CrossRefGoogle Scholar
  59. Slater, S.G.: New technology device: Glucoboy®, for disease management of diabetic children and adolescents. Home Health Care Manag. Pract. 17(3), 246–247 (2005). doi: 10.1177/1084822304271821 CrossRefGoogle Scholar
  60. Sun, C.-T., Wang, D.-Y., Chan, H.-L.: How digital scaffolds in games direct problem-solving behaviors. Comput. Educ. 57(3), 2118–2125 (2011). doi: 10.1016/j.compedu.2011.05.022 CrossRefGoogle Scholar
  61. Taylor, N., de Castell, S., Jenson, J., Humphrey, M.: Modeling play. Paper presented at the ACM SIGGRAPH 2011 Game Papers on – SIGGRAPH ’11. (2011)Google Scholar
  62. Toobert, D.J., Strycker, L.A., Glasgow, R.E., Bagdade, J.D.: If you build it, will they come? Patient Educ. Couns. 48(2), 99–105 (2002). doi: 10.1016/s0738-3991(02)00120-9 CrossRefGoogle Scholar
  63. Turconi, G., Celsa, M., Rezzani, C., Biino, G., Sartirana, M.A., Roggi, C.: Reliability of a dietary questionnaire on food habits, eating behaviour and nutritional knowledge of adolescents. Eur. J. Clin. Nutr. 57(6), 753–763 (2003)CrossRefGoogle Scholar
  64. Ward, M.C., White, D.T., Druss, B.G.: A meta-review of lifestyle interventions for cardiovascular risk factors in the general medical population: lessons for individuals with serious mental illness. J. Clin. Psychiatry. 76(4), e477–e486 (2015). doi: 10.4088/JCP.13r08657 CrossRefGoogle Scholar
  65. West, R.: The PRIME Theory of Motivation as a Possible Foundation for Addiction Treatment. Drug Addiction Treatment in the 21st Century: Science and Policy Issues. John’s Hopkins University Press, Baltimore (2007)Google Scholar
  66. Wilson, K.A., Bedwell, W.L., Lazzara, E.H., Salas, E., Burke, C.S., Estock, J.L., Orvis, K.L., Conkey, C.: Relationships between game attributes and learning outcomes: review and research proposals. Simul. Gaming. 40(2), 217–266 (2008). doi: 10.1177/1046878108321866 CrossRefGoogle Scholar
  67. Wong, W.L., Shen, C., Nocera, L., Carriazo, E., Tang, F., Bugga, S., Narayanan, H., Wang, H., Ritterfeld, U.: Serious video game effectiveness. Paper presented at the Proceedings of the international conference on Advances in computer entertainment technology – ACE ’07. (2007)Google Scholar
  68. Yaman, M., Nerdel, C., Bayrhuber, H.: The effects of instructional support and learner interests when learning using computer simulations. Comput. Educ. 51(4), 1784–1794 (2008). doi: 10.1016/j.compedu.2008.05.009 CrossRefGoogle Scholar
  69. Zyda, M.: From visual simulation to virtual reality to games. Computer. 38(9), 25–32 (2005). doi: 10.1109/mc.2005.297 CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Ian Dunwell
    • 1
  • Laura A. Condon
    • 2
  • Kim C. M. Bul
    • 1
  • Alexandra R. Lang
    • 3
  • Sarah Atkinson
    • 3
  • Neil S. Coulson
    • 2
  • Emily Collins
    • 4
  1. 1.Faculty of Engineering, Environment, and ComputingCoventry UniversityCoventryUK
  2. 2.School of MedicineUniversity of NottinghamNottinghamUK
  3. 3.Human Factors Research Group, Faculty of EngineeringUniversity of NottinghamNottinghamUK
  4. 4.UCL Centre for Behaviour ChangeUniversity College LondonLondonUK

Personalised recommendations