Prevention of HIV and Other Sexually Transmitted Infections by Geofencing and Contextualized Messages With a Gamified App, UBESAFE: Design and Creation Study

Besoaín, Felipe; Pérez-Navarro, Antoni; Jacques-Aviñó, Constanza; Caylà, Joan A.; Barriga, Nicolas A.; Olalla, Patricia García de

doi:10.2196/14568

Cited by 22 publications

(36 citation statements)

References 20 publications

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“…As a result, they were not interested in the game elements used. Thus, it is highly encouraged to involve different stakeholders, including users themselves, during the design to take part in the designing process to grasp their ideas and preferences that work for them to bring about a positive outcome of the intervention (Besoain et al, 2020;Haruna et al, 2019aHaruna et al, , 2019b. In other words, serious gamified approaches need to be viewed as digital technology initiatives and innovative tools that can foster classroom learning as part of digital technology advancement for improving learning outcomes among students.…”

Section: Enhancing Instructional Outcomesmentioning

confidence: 99%

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Haruna

Abbas

Zainuddin

et al. 2021

ILS

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Purpose This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition. Design/methodology/approach This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis. Findings The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions. Research limitations/implications As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses. Originality/value The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

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Section: Enhancing Instructional Outcomesmentioning

confidence: 99%

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Haruna

Abbas

Zainuddin

et al. 2021

ILS

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“…Wiggins (2016) used digital or non-digital games or simulations for graded assessments. Yildirim (2017) measured the effects of gamification-based teaching practices on student achievement and their attitudes ÀExtraverts tend to be motivated by points, levels and leader boards presented through gamification ÀPeople with high levels of imagination/openness are less likely to be motivated by Avatars Besoain et al (2020) This study aimed to prevent sexually transmitted diseases by helping users to remember preventive measures in the risky situations…”

Section: Argument Qualitymentioning

confidence: 99%

“…More personally relevant messages were identified as more effective regarding learning (Dinoff and Kowalski, 1999;Nour et al, 2018). Message content could be further improved through game scoring methods (Besoain et al, 2020;Jia et al, 2016;Sailer et al, 2017;Tikka et al, 2018). Rhetoric patterns of the message were also identified as an effective sensory element (Ferrara, 2013;Llagostera, 2012).…”

Section: Message Contentmentioning

confidence: 99%

The e-learning persuasion through gamification: an elaboration likelihood model perspective

Jayawardena

2020

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Purpose The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of elaboration likelihood model (ELM). Design/methodology/approach The author systematically reviewed several theoretical and empirical papers which applied the ELM in various settings. Based on the literature, the author identified six research prepositions which facilitate to investigate e-learning persuasion through gamification. Findings This study contributes to the existing literature by identifying an ELM-based conceptual model which can be used to empirically investigate the e-learning persuasion using gamification elements. Accordingly, the central route persuasion could be conducted through argument quality, demographic differences and technology context facilitated through gamification elements. The peripheral route persuasion could be conducted through variables such as source credibility, social presence and message content. Practical implications This study contributes important findings to the e-learning research by introducing a conceptual model–based on the social psychology theory of ELM. Thereby, this study introduces a method for the future researchers, to investigate the e-learning persuasion using gamification elements. Further, future researchers can use this model to investigate the e-learning persuasion through gamification in different contexts including primary, secondary and tertiary educational levels. Originality/value To the best of the author’s knowledge, this study can be considered as the first theoretical paper which developed an ELM-based conceptual model to investigate the e-learning persuasion through gamification in education context.

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“…The new generation of smart applications with location-based service (LBSs) are part of our daily lives. They help us to get the best route to our work place using crowdsourced information [ 10 ], find a restaurant based on our preferences [ 11 ] or, even, remember preventive measures in risky situations for our health [ 12 ]. Undoubtedly, precise positioning plays a key role in LBS.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Indoor Positioning Systems: A Systematic Review

Pascacio

Casteleyn

Torres-Sospedra

et al. 2021

Sensors

108

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Research and development in Collaborative Indoor Positioning Systems (CIPSs) is growing steadily due to their potential to improve on the performance of their non-collaborative counterparts. In contrast to the outdoors scenario, where Global Navigation Satellite System is widely adopted, in (collaborative) indoor positioning systems a large variety of technologies, techniques, and methods is being used. Moreover, the diversity of evaluation procedures and scenarios hinders a direct comparison. This paper presents a systematic review that gives a general view of the current CIPSs. A total of 84 works, published between 2006 and 2020, have been identified. These articles were analyzed and classified according to the described system’s architecture, infrastructure, technologies, techniques, methods, and evaluation. The results indicate a growing interest in collaborative positioning, and the trend tend to be towards the use of distributed architectures and infrastructure-less systems. Moreover, the most used technologies to determine the collaborative positioning between users are wireless communication technologies (Wi-Fi, Ultra-WideBand, and Bluetooth). The predominant collaborative positioning techniques are Received Signal Strength Indication, Fingerprinting, and Time of Arrival/Flight, and the collaborative methods are particle filters, Belief Propagation, Extended Kalman Filter, and Least Squares. Simulations are used as the main evaluation procedure. On the basis of the analysis and results, several promising future research avenues and gaps in research were identified.

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Prevention of HIV and Other Sexually Transmitted Infections by Geofencing and Contextualized Messages With a Gamified App, UBESAFE: Design and Creation Study

Cited by 22 publications

References 20 publications

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

The e-learning persuasion through gamification: an elaboration likelihood model perspective

Collaborative Indoor Positioning Systems: A Systematic Review

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