Co-Creating a Virtual Alcohol Prevention Simulation with Young People

Vallentin-Holbech, Lotte; Guldager, Julie Dalgaard; Dietrich, Timo; Rundle‐Thiele, Sharyn; Majgaard, Gunver; Lyk, Patricia Bianca; Stock, Christiane

doi:10.3390/ijerph17031097

Cited by 27 publications

(58 citation statements)

References 22 publications

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“…The co-design process that we applied in the first case study are described more granularly delivering a clear a step-by-step guide that practitioners can implement to co-design solutions that end-users value and that stakeholders support. Both approaches were able to be utilized to develop innovative VR interventions that have demonstrated initial successes ( 20 , 23 – 25 ). Next, we discuss consideration for each of the processes from two major perspectives namely the fuzzy front end of both processes followed by reflection on the divergence and convergence of both approaches.…”

Section: Resultsmentioning

confidence: 99%

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Co-creating Virtual Reality Interventions for Alcohol Prevention: Living Lab vs. Co-design

Dietrich

Guldager

Lyk

et al. 2021

Front. Public Health

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Addressing the need for collaborative involvement in health intervention design requires application of processes that researchers and practitioners can apply confidently to actively involve end-users and wider stakeholder groups. Co-creation enables participation by focusing on empowering a range of stakeholders with opportunities to influence the final intervention design. While collaboration with users and stakeholders during intervention design processes are considered vital, clear articulation of procedures and considerations for various co-creation methodologies warrants further research attention. This paper is based on two case studies conducted in Australia and Denmark where researchers co-created virtual reality interventions in an alcohol prevention context. This paper explored and reflected on two co-creation methods–co-design and the Living Lab—and showcased the different processes and procedures of each approach. The study demonstrates that both approaches have merit, yet highlights tensions in distinguishing between the application of each of the respective steps undertaken in each of the processes. While a lot of similarities exist between approaches, differences are evident. Overall, it can be said that the Living Lab is broader in scope and processes applied within the Living Labs approach are more abstract. The co-design process that we applied in the first case study is described more granularly delivering a clear a step-by-step guide that practitioners can implement to co-design solutions that end-users value and that stakeholders support. An agenda to guide future research is outlined challenging researchers to identify the most effective co-creation approach.

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Section: Resultsmentioning

confidence: 99%

“…The second case study describes and summarizes the research team's experience with the Living Lab method. The Living Lab method was applied to co-create a gamified (VR) simulation—VR FestLab ( 25 ). User experiences for VR FestLab are reported in Guldager et al ( 24 ).…”

Section: Methodsmentioning

confidence: 99%

Co-creating Virtual Reality Interventions for Alcohol Prevention: Living Lab vs. Co-design

Dietrich

Guldager

Lyk

et al. 2021

Front. Public Health

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“…This made the students feel heard and included in the process. Students reported they felt even more motivated to continue to contribute to the project (Vallentin-Holbech et al, 2020).…”

Section: Prototype Design: Writing the Story/planning The Shootingmentioning

confidence: 99%

“…The project was co-created with adolescents and other stakeholders with an empowerment-based living lab approach (Stock et al, 2019;Vallentin-Holbech et al 2020). The adolescents involved in this project contributed with their experience showing how young people behave and communicate in social contexts and how young people party in Denmark today.…”

Section: Introductionmentioning

confidence: 99%

Co‑Designing and Learning in Virtual Reality: Development of Tool for Alcohol Resistance Training

Lyk¹,

Majgaard²,

Vallentin-Holbech³

et al. 2020

ECEL

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This paper presents the design process of a Danish educational virtual reality (VR) application for alcohol prevention. Denmark is one on the countries in Europe with the highest alcohol consumption among adolescents. Alcohol abuse is a risk factor for a variety of diseases and contributes as a significant factor to motor vehicle accidents. The application offers first‑hand experiences with alcohol in a safe environment. This is done by simulating a party situation using 125 different 360‑degree movie sequences and displaying it in a virtual reality headset. The users create their own experience through a choose your own adventure game experience. The experience is designed to acquire skills for recognizing and handling peer pressure, which has been found to be one of the main reasons for drinking initiation. These skills are acquired though experimental learning. The application is a product of a co‑design process involving 10 students (aged 18‑28) studying film making and game design at Askov Folk High School (a special kind of Danish boarding school without exams for young adults), Denmark, their teachers, alcohol experts from social services and researchers with expertise within health promotion, social marketing, VR, interaction design and game development. Additionally, 35 students from Askov Boarding School (aged 15‑17) participated as actors and extras. This article contributes to research within development of 360‑degree video applications for experimental learning with a practical example. The iterative design process of the application, containing exploration of key concepts, concept design, prototype design, pre‑usability testing, innovation design and usability test is described, as well as our reflections on virtual experimental learning in the application.

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“…The team brought together technology developers and the users of the technology using ‘idea incubator workshops’ intended to foster co-ideation and development of new technologies in the ageing sector. Vallentin-Holbech and colleagues 23 emphasised the ‘real-world’, multistakeholder involvement and co-creation characteristics of living labs to develop a gamified virtual reality simulation to explore youth alcohol consumption in the context of health promotion. In contrast to these co-created and user-centred environments, other uses of living labs are characteristically narrower, emphasising the technological testing and/or continuous patient monitoring through technology use (ie, generating data in a living system).…”

Section: Introductionmentioning

confidence: 99%

Living labs for patient engagement and knowledge exchange: an exploratory sequential mixed methods study to develop a living lab in paediatric rehabilitation

Archibald

Wittmeier

Gale³

et al. 2021

BMJ Open

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IntroductionDespite recognition of the importance of patient engagement in research and knowledge translation, systematic approaches to engagement and co-ideation remain limited. Living labs are collaborative knowledge sharing systems that use multimethod, user-centred approaches that hold potential to catalyse these aims. However, their use in healthcare is limited, and no living lab has been developed in paediatric rehabilitation. In response to this gap and to propel innovative knowledge exchange, we propose a mixed methods study to co-develop a living lab prototype (ie, preliminary infrastructure with opportunity for scale up) in paediatric rehabilitation, with relevance to other healthcare contexts.MethodsAn exploratory sequential mixed methods study will be undertaken to determine research and knowledge exchange priorities and to inform the development of the living lab prototype. Stage 1: we will use a multipronged approach to sample 18–21 youth with developmental differences or rehabilitation needs, their youth siblings and parents/guardians from a provincial paediatric rehabilitation centre, to participate in qualitative and arts-based data collection. Data will provide insight into desirable features of the living lab. Stage 2: E-surveys to youth, siblings, parents/guardians and clinicians who receive or provide services at this same centre will expand on priorities and living lab features. Stage 3: integrated analysis will inform the living lab prototype development.AnalysisInductive thematic analysis using interpretive description, integrated analysis of visual data and descriptive and content analysis of e-survey data will be undertaken. Joint displays will facilitate data integration. Priorities will be identified using a modified rank-order method for each key living lab domain.Ethics and disseminationInstitutional ethics and site approval have been granted. A parent advisory group and rehabilitation engineering partners will confer on data and inform the development of the living lab prototype. User engagement with the prototype will occur during an online or in-person event, and findings shared through non-technical research summaries, journal articles and academic presentations.

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Co-Creating a Virtual Alcohol Prevention Simulation with Young People

Cited by 27 publications

References 22 publications

Co-creating Virtual Reality Interventions for Alcohol Prevention: Living Lab vs. Co-design

Co-creating Virtual Reality Interventions for Alcohol Prevention: Living Lab vs. Co-design

Co‑Designing and Learning in Virtual Reality: Development of Tool for Alcohol Resistance Training

Living labs for patient engagement and knowledge exchange: an exploratory sequential mixed methods study to develop a living lab in paediatric rehabilitation

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