Investigating the Impact of Gamification in Children Using GSR

This study aimed to investigate the impact of game-based learning on student performance. For this reason, an empirical study was conducted which comprises the comparison of traditional learning and game-based learning. The participants were lower primary school students of age group 6-8 years. GSR NUL-217 logger sensor was used to record the physiological signals of each participant in real time. An Android-based game intervention named “KidsZoneApp” was developed which included mathematics and English lesson plans according to the student's curriculum. The collected log data was used to calculate the changes in different dimensions of completing the task. ANOVA yielded a very significant difference between game-based learning and traditional learning groups. Overall, the results showed that game-based learning contributed to increased students' performance levels. Significantly, students under game-based learning completed the task in lesser time as compared to traditional learning.

An Internet Quiz Game Intervention for Adolescent Alcohol Drinking: A Clustered RCT

BACKGROUND AND OBJECTIVES Interventions on adolescent drinking have yielded mixed results. We assessed the effectiveness of an Internet quiz game intervention compared to conventional health education. METHODS In this cluster randomized controlled trial with parallel group design, we randomly allocated 30 participating schools to the Internet quiz game intervention or the conventional health education (comparison) group, with 1:1 ratio. Students of Hong Kong secondary schools (aged 12–15 years) were recruited. The intervention was a 4-week Web-based quiz game competition in which participating students answered 1000 alcohol-related multiple-choice quiz questions. The comparison group received a printed promotional leaflet and hyperlinks to alcohol-related information. RESULTS Of 30 eligible schools, 15 (4294 students) were randomly assigned to the Internet quiz game intervention group and 15 (3498 students) to the comparison group. Average age of participants was 13.30 years. No significant between-group differences were identified at baseline. Overall retention rate for students was 86.0%. At 1-month follow-up, fewer students in the intervention group reported drinking (9.8% vs 12.1%, risk ratio 0.79, 95% confidence interval [CI] 0.68 to 0.92; P = .003), and those who drank reported drinking less alcohol (standardized difference β −0.06, 95% CI −0.11 to −0.01; P = .02). Between-group differences remained statistically significant at 3-month follow-up (10.4% vs 11.6%, risk ratio 0.86, 95% CI 0.74 to 0.999; P = .048; β −0.06, 95% CI −0.11 to −0.01; P = .02). CONCLUSIONS The Internet quiz game intervention reduced underage drinking by 21% at 1-month and 14% at 3-month follow-up compared with conventional health education.

Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

In emergency contexts such as the COVID-19 pandemic, mental health risk factors affect children and may affect behavioral and emotional problems including anxiety, self-blame, emotional disturbance, and stress. Preventive measures are crucial to address these health risks. Research highlights strength-based factors, such as socio-emotional skills and prosocial behaviors, as important for childhood development and socio-emotional wellbeing. Yet, the initial evidence base shows mixed effectiveness and insufficient behavior change theory application into socio-emotional and prosocial digital game interventions. Additionally, few interventions are designed with a clear process to convert theory into practical game solutions and very limited guidance on the digital game development process exists. This study describes the Intervention Mapping Protocol (IMP) and theory application in the design of a digital game intervention which aims to strengthen social-emotional skills development and promote prosocial behavior in 8–11-year-old children. The method systematically describes the steps of the IMP process in detail to guide future theory-based game design. The results explain the final digital game prototype that was co-designed with continuous input and insights provided by stakeholders and feedback from children. This paper contributes to our understanding of theory application in the design of digital game interventions focused on health and behavior change and provides much needed guidance on how theory and stakeholder input can be incorporated into a final game design.

An Animation- Versus Text-Based Computer-Tailored Game Intervention to Prevent Alcohol Consumption and Binge Drinking in Adolescents: Study Protocol

The purpose of this paper is to describe the protocol for the design, implementation, and evaluation of an animation- versus text-based computer tailoring game intervention aimed at preventing alcohol consumption and binge drinking (BD) in adolescents. A cluster-randomized controlled trial (CRCT) is carried out in students aged 14–19 enrolled in 24 high schools from Andalusia (Spain), which are randomized either to experimental (EC-1, EC-2) or waiting-list control conditions (CC). EC-1 receives an online intervention (Alerta Alcohol) with personalized health advice, using textual feedback and several gamification techniques. EC-2 receives an improved version (Alerta Alcohol 2.0) using animated videos and new gamification strategies. Both programs consist of nine sessions (seven taking place at high school and two at home): session 1 or baseline, sessions 2 and 3 that provide tailored advice based on the I-Change Model; sessions 4, 5, 7, and 8 are booster sessions, and sessions 6 and 9 are follow-up questionnaires at six and twelve months. The CC completes the baseline and the evaluation questionnaires. The primary outcome is BD within 30 days before post-test evaluations, and as secondary outcomes we assess other patterns of alcohol use. The findings should help the development of future alcohol drinking prevention interventions in adolescents.

The Effects of Computer Game on Preschool Children’s Nutrition Knowledge and Junk Food Intake Behavior (Preprint)

BACKGROUND Computer games can increase children’s interest in learning, and then improve their nutritional knowledge, and their dietary intake behavior. OBJECTIVE The purpose of this study was to evaluate the short-term effectiveness of computer games on preschool children's nutrition knowledge and junk food intake behavior. This study was a cross-sectional study. METHODS We recruited 104 preschool children age 5-6 years from preschools and randomly assign to experiment group (n=56) and control group (n=48). The researchers used Construct 2 to design and produce the "Healthy Rat King" computer game as a nutrition education tool for children. The computer game courses intervention was one hour per week for four consecutive weeks in experiment group, and the control group did not received computer game intervention. RESULTS The results showed that the nutrition knowledge score of children in experiment group were significant higher than the control group after four weeks of computer game course intervention, and the frequency of chocolate, candies, and ice cream intake was significantly reduced in experiment group after four weeks of computer game intervention. CONCLUSIONS computer game teaching suggested that improved children’s nutrition knowledge and decreased the frequency of junk food intake.

Fruit and vegetable intake at and away from school during participation in the FIT Game

Background: The FIT Game is a multicomponent school-based incentive program aimed at increasing children’s fruit and vegetable (FV) intake. There has been no previous report on how playing the game at school influences FV intake away from school. Aim: To examine children’s ( n=37) FV intake away from school while participating in the FIT Game program at school. Methods: FV intake away from school was assessed using the ASA24-Kids-2014 Dietary Assessment Tool. Paired samples t-tests and the generalized linear model repeated measures analysis of variance were used to examine the difference in children’s mean FV intake away from school. Results: During the final three days of the FIT Game intervention, we observed no change in FV consumption away from school (p=0.30). Similarly, no differences were observed between FV intake away from school before the implementation of the FIT Game and during the final three days (p=0.81). Conclusions: The FIT Game modestly decreased the children’s FV intake in a nonstatistically significant manner away from school. Our previous report showed an increase in children’s FV intake at school; thus, the net effect of the game was a significant increase in total daily FV intake.

Videogame Preferences among Adults Interested in Quitting Smoking Cigarettes (Preprint)

UNSTRUCTURED Background: Smoking is the number one preventable cause of morbidity and mortality in the United States. Although most smokers express a desire to quit smoking, only a small percentage are successful. Serious games have become popular in health sectors as a potential avenue for delivering a scalable treatment that is both accessible and engaging for this population. Objective: Several smoking cessation games have already been developed 1–6, but these games feature a broad range of gameplay elements and are not necessarily driven by existing videogame preferences. The current study evaluated videogame genre preferences among treatment seeking smokers (N = 473). Methods: Participants responded to a screening survey distributed to enroll participants in a serious game intervention for smoking. During this survey, participants were asked to disclose their favorite videogames and reported 338 unique titles. These titles were coded for genre category based on publisher listing and game features. The genres were then analyzed for frequency of reporting overall and across age groups. Results: Action, Roleplaying, and Action-Adventure were the most reported genres among adults 34 and under, whereas Logic and Action were the most reported genres in adults 45 and older. Among adults aged 35 to 44 this shift is observed, with Action, Action-Adventure and Logic being most reported. These data indicate that treatment-seeking smokers have different game preferences across age groups, and provides novel information to inform the development of future serious games targeting smokers that are tailored to the preferences of their age group.

Developing a psychological support intervention to help injured athletes get Back in the Game

Background: After serious knee injury, up to half of athletes do not return to competitive sport, despite recovering sufficient physical function. Athletes often desire psychological support to return to sport, but rehabilitation clinicians feel ill-equipped to deliver adequate support. Objective: To design and develop an Internet-delivered psychological support programme for athletes recovering from knee ligament surgery. Method: Our work developing and designing the Back in the Game intervention was guided by a blend of theory & evidence-based and target population-based strategies to developing complex interventions. We systematically searched for qualitative evidence related to athletes' experiences, perspectives and needs for recovery and return to sport after anterior cruciate ligament (ACL) injury. Two reviewers coded and synthesised the results using thematic meta-synthesis. We systematically searched for randomised controlled trials (RCTs) reporting on psychological support interventions for improving ACL rehabilitation outcomes in athletes. One reviewer extracted the data (including effect estimates); a second reviewer checked the data for accuracy. The results were synthesised descriptively. We conducted feasibility testing in two phases: (1) technical assessment, and (2) feasibility and useability testing. For phase 1, we recruited clinicians and people with lived experience of ACL injury. For phase 2, we recruited patients aged between 15 and 30 years, who were within 8 weeks of ACL reconstruction surgery. Participants completed a 10-week version of the intervention, and semi-structured interviews evaluating acceptability, demand, practicality and integration. The project was approved by the Swedish Ethical Review Authority (2018/45-31). Results: Three analytic themes emerged from the meta-synthesis (n = 16 studies, 164 participants): (1) tools/strategies to support rehabilitation progress, (2) barriers and facilitators for physical readiness to return to sport, and (3) barriers and facilitators to psychological readiness to return to sport. Coping strategies, relaxation and goal setting may have a positive effect on rehabilitation outcomes after ACL reconstruction (n = 7 RCTs, 430 participants). There were no trials of psychological support interventions for improving return to sport. Eleven people completed phase 1 of feasibility testing (technical assessment) and identified 4 types of software errors that we fixed. Six participants completed feasibility and useability testing. Their feedback suggested the intervention was easy to access and addressed the needs of athletes who want to return to sport after ACL reconstruction. We refined the intervention to include more multimedia content, and support to access and use the intervention features. Conclusion: The Back in the Game intervention is a 24-week Internet-delivered self-guided programme that complements usual rehabilitation, changes focus as rehabilitation progresses, is easy to access and use, and includes different psychological support strategies.