Learning about Hygiene and Antibiotic Resistance through Mobile Games

Molnar, Andreea; Kostkova, Patty

doi:10.1145/3194658.3194682

Cited by 16 publications

(28 citation statements)

References 19 publications

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“…Evaluating learning through knowledge assessment is essential to quantify an educational experience. Traditionally in serious games, pre-and post-play assessments of knowledge take place outside the game by a test or a survey, in line with teaching and intervention assessment methods (7)(8)(9)(10). Available research reports mixed results of serious games delivering educational content (8,(11)(12)(13), while noting that usability, acceptability and cultural appropriateness impact learning (14)(15)(16).…”

Section: Introductionmentioning

confidence: 99%

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

Mueller

Soriano

Boscor

et al. 2020

Front. Public Health

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Serious games, conveying educational knowledge rather than merely entertainment, are a rapidly expanding research domain for cutting-edge educational technology. Digital interventions like serious games are great opportunities to overcome challenges in low-and-middle-income countries that limit access to health information, such as social barriers like low-literacy and gender. MANTRA: Increasing maternal and child health resilience before, during and after disasters using mobile technology in Nepal takes on these challenges with a novel digital health intervention; a serious mobile game aimed at vulnerable low-literacy female audiences in rural Nepal. The serious game teaches 28 learning objectives of danger signs in geohazards, maternal, and neonatal health to improve knowledge and self-assessment of common conditions and risks to inform healthcare-seeking behavior. Evaluations consisted of recruiting 35 end users to participate in a pre-test assessment, playing the game, post-test assessment, and focus groups to elicit qualitative feedback. Assessments analyzed knowledge gain in two ways; by learning objective with McNemar tests for each learning objective, and by participant scores with paired t-tests of overall scores and by module. Results of assessments of knowledge gain by learning objective (McNemar tests) indicate participants had sufficient prior knowledge to correctly interpret and respond to 26% of pictograms (coded AA), which is a desirable result although without the possibility of improvement through the intervention. The geohazard module had greatest impact as 16% of responses showed knowledge gain (coded BA). The two most successful learning objectives showing statistically significant positive change were evidence of rockfalls and small cracks in the ground (p = < 0.05). Assessment of knowledge gain by participant scores (paired t-tests) showed the 35 participants averaged a 7.7 point improvement (p < 0.001) in the assessment (28 learning objectives). Average change in knowledge of subdivided module scores (each module normalized to 100 points for comparison) was greatest in the geohazard module (9.5 points, p < 0.001), then maternal health (7.4 points, p = 0.0067), and neonatal health (6.0 points, p = 0.013). This evaluation demonstrated that carefully designed digital health interventions with pictograms co-authored by experts and users can teach complex health and geohazard situations. Significant knowledge gain was demonstrated for several learning objectives while those with non-significant or negative change will be re-designed to effectively convey information.

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Section: Introductionmentioning

confidence: 99%

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

Mueller

Soriano

Boscor

et al. 2020

Front. Public Health

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“…The orange ‘Content’ box builds on the exploration step with domain experts defining learning objectives and working with game designers to choose game mechanics suited to presenting learning objectives to users. Learning objectives are specific pieces of information or concepts within the topic, or module, that support broad project goals [ 18 , 38 – 40 ]. Game mechanics are the rules, procedures, and essential interactions that create a meaningful game [ 38 , 41 ], and game structure encompasses the construction of questions, feedback, and progression mechanisms in the game.…”

Section: Methodsmentioning

confidence: 99%

“…We developed both a touchscreen tutorial and a training level to accompany the game, since a training level for complex games (such as storytelling mechanics or problem based learning) can help players with little familiarity of digital games or lower reading skills [ 36 , 42 , 43 ]. The game has three levels of increasing complexity to allow players to repeatedly see and interpret the learning objectives, since learning is reinforced by repeatedly seeing the content and receiving immediate feedback on correct or incorrect answers [ 18 , 44 ].…”

Section: Methodsmentioning

confidence: 99%

“…The authors did not find any publication on a serious game targeted to a low-literacy adult audience in LMICs and covering maternal health, neonatal health, and geohazards topics. Two of the largest serious game interventions aimed at low-literacy audiences, although in a high income setting, are the eBug and edugames4all projects, which are for children [17][18][19]. Lessons for developing serious games according to the needs of low-literacy users could be transferred from research aimed at other illiterate audiences, such as toddlers and young children.…”

Section: Introductionmentioning

confidence: 99%

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MANTRA: development and localization of a mobile educational health game targeting low literacy players in low and middle income countries

et al. 2020

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Background: Mobile technology is increasingly important for delivering public health interventions to remote populations. This research study developed, piloted, and assessed a serious game for mobile devices that teaches geohazard, maternal, and neonatal health messages. This unique mHealth intervention aimed at low-literacy audiences in low resource settings is part of the Maternal and Neonatal Technologies in Rural Areas (MANTRA) project: Increasing maternal and child health resilience before, during, and after disasters using mobile technology in Nepal. Methods: The serious game was developed through a co-creation process between London and Kathmandu based researchers by email and video-calling, and face-to-face with local stakeholders in Nepal. The process identified core needs, developed appropriate pictograms and mechanics, and tailored the pilot serious game to the local cultural context. Evaluations and feedback from end users took place in rural villages and suburban Kathmandu in Province Three. Field evaluation sessions used mixed methods. Researchers observed game play and held focus group discussions to elicit qualitative feedback and understand engagement, motivation, and usability, and conducted a paired pre-and post-game knowledge assessment. Results: The MANTRA serious game is contextualized to rural Nepal. The game teaches 28 learning objectives in three modules: maternal health, neonatal health, and geohazards, through picture matching with immediate audio and visual feedback. User feedback from focus groups demonstrated high engagement, motivation, and usability of the game.

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“…Global Handwashing Day game is part of the ebug/edugames4all collection of educational games that teach about microbiology (see Figure 2). Edugames4all consists of several platform [21] and interactive storytelling based games [15] aimed at different age groups and developed for different platforms [21] The content of the game was developed in collaboration with experts in healthcare and education [22].…”

Section: Case Study: Global Handwashing Day Gamementioning

confidence: 99%

A Comparative Study of In-Game and Out-Game Assessment for Storyline-Based Games

Molnar

Estrada²

2018

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)

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Abstract-Serious games have the potential to complement existing teaching methods by motivating and providing a more enjoyable experience for the players or by simulating events that would be otherwise difficult to reproduce in the classroom. Despite their potential, little is known about how the games could be used not only for teaching but also as assessment tools. This research addresses this gap. We present an ingame assessment method which assesses the learning objectives included in the game without the need for a separate intervention. We evaluate the proposed method and we show that there is no statistically significant difference in participants being assessed through a questionnaire outside the game and the integrated game assessment method. Moreover, we looked at whether the player experience has been affected by the changes needed in the game design and the players' preferences for different types of assessment. Most participants preferred being assessed through the game. They also felt that the assessment has overall improved their game experience.

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Learning about Hygiene and Antibiotic Resistance through Mobile Games

Cited by 16 publications

References 19 publications

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

MANTRA: development and localization of a mobile educational health game targeting low literacy players in low and middle income countries

A Comparative Study of In-Game and Out-Game Assessment for Storyline-Based Games

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