Brian Winn

Increasing Nutrition Literacy: Testing the Effectiveness of Print, Web site, and Game Modalities

OBJECTIVE To examine the effectiveness of three modalities for delivery of nutrition education. DESIGN Between-subjects, repeated-measures design. SETTING Data were collected at community agencies or during home visits. PARTICIPANTS Low-income, European American and African American mothers (N = 155). INTERVENTION Participants were exposed to nutrition education material in 1 of 3 modalities (a computer game, The Fantastic Food Challenge; Web site; or pamphlet). Likeability, nutrition knowledge, intention to use, and demographic measures followed the intervention at T1 and T2. MAIN OUTCOME MEASURES 5-point Likert-type scales measured likeability (5 items), and 33 multiple-choice questions measured knowledge. ANALYSIS Data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA) procedures using SPSS version 15.0 (SPSS Inc., Chicago, IL) software, P < .05. RESULTS Overall, the Web site was liked more than the other conditions with this audience of women. Significant differences in attention, understanding, and intent to use the information existed across modalities. The Web site performed better than other modalities on knowledge outcomes, with no differences in knowledge retention from T1 to T2. CONCLUSIONS AND IMPLICATIONS The Web site modality performed best with this audience of women, indicating that interactive computer games may not confer greater benefits than traditional modes of information delivery for all audiences, particularly those with low computer skills.

Designing and evaluating Brain Powered Games for cognitive training and rehabilitation in at-risk African children

Background. Valid, reliable, accessible, and cost-effective computer-training approaches can be important components in scaling up educational support across resource-poor settings, such as sub-Saharan Africa. The goal of the current study was to develop a computer-based training platform, the Michigan State University Games for Entertainment and Learning laboratorys Brain Powered Games (BPG) package that would be suitable for use with at-risk children within a rural Ugandan context and then complete an initial field trial of that package. Methods. After game development was completed with the use of local stimuli and sounds to match the context of the games as closely as possible to the rural Ugandan setting, an initial field study was completed with 33 children (mean age = 8.55 ± 2.29 years, range 6–12 years of age) with HIV in rural Uganda. The Test of Variables of Attention (TOVA), CogState computer battery, and the Non-Verbal Index from the Kaufman Assessment Battery for Children, 2nd edition (KABC-II) were chosen as the outcome measures for pre- and post-intervention testing. The children received approximately 45 min of BPG training several days per week for 2 months (24 sessions). Results. Although some improvements in test scores were evident prior to BPG training, following training, children demonstrated clinically significant changes (significant repeated-measures outcomes with moderate to large effect sizes) on specific TOVA and CogState measures reflecting processing speed, attention, visual-motor coordination, maze learning, and problem solving. Conclusions. Results provide preliminary support for the acceptability, feasibility, and neurocognitive benefit of BPG and its utility as a model platform for computerized cognitive training in cross-cultural low-resource settings.

Introductory dialogue and the Köhler Effect in software-generated workout partners

Objectives: This study explored the Köhler motivation gain effect utilizing adults and software‐generated partners (SGPs) during an abdominal exercise regimen and compared the type of participant‐SGP introductory dialogue as a moderator. The Köhler effect applies interdependent team dynamics in which group performance is dependent upon the weaker member. The third objective was to examine if this motivation paradigm would result in adverse consequences to secondary variables: exertion, enjoyment, and self‐efficacy beliefs. Design: Adults (Mage = 38.8 ± 7.7) were randomly assigned to 1 of 3 conditions: Interactive Partner SGP (IP), Linear Dialogue Partner SGP (LDP), or individual control (IC), to complete a series of abdominal exercises. The experiment used a 3 (condition) x 2 (gender) ANCOVA design, with a baseline block of exercises as a covariate. Method: Participants completed abdominal exercises individually and, after a rest, repeated the same exercises with either an SGP programmed to be moderately stronger or individually (IC). Prior to the second exercise block, IP participants interacted with the SGP using a dialogue tree optional‐response format. The LDP participant introduction was a linear, scripted exchange of basic information. Results: The LDP and IP conditions persisted significantly longer than IC, generating moderate effect sizes (d = 0.62; d = 0.76). The mean difference between partnered conditions was not significant. Conclusions: The Köhler motivation exercise paradigm resulted in a considerable increase in persistence (Madj = 28.9, SE = 10.6) in the first study to use middle‐aged adults with superior SGPs. Differences between introductory dialogue methods were not significant. HIGHLIGHTSWe studied adult exergame motivation gains with software‐generated partners (SGPs).The Köhler motivation gain effect was demonstrated in an exergame using only SGPs.Exercise performance differences achieved a significant moderate‐large effect size.An interactive introduction with the SGP did not strengthen the Köhler Effect.Teammates of SGPs performed as the weak link but enjoyment beliefs did not suffer.

Player guiding in an active video game

The unique challenges in guiding players in an active video game (or exergame) using physical input devices are explored. The solutions discovered through the process of iterative design and multiple rounds of playtesting are discussed.

Girls as space game designers: extreme baseline research

This NSF-funded two-year research project explores gender and age differences in attitudes toward technology, space exploration, game design, and learning from games. In addition to rigorously testing the proposition that all-girl design teams will envision substantively different education game experiences than all-boy design teams, this project will provide extremely elaborate baseline research to inform future design of highly entertaining learning games.By June 2003, we will have spent five months preparing our two-week Space Pioneer Adventures summer camp (offered to 10 fifth grade girls, 10 fifth grade boys, 10 eighth grade girls, and 10 eighth grade boys). Working in same-sex, same-age teams of five, in Week 1 they will experience a wide range of technologically delivered space-learning activities. In Week 2 they will envision their ideal space-learning game.Conference participants will see and provide feedback about our baseline participatory learning game-design research plan.

Potential Uses of Computer-Based Cognitive Rehabilitation Programs

This chapter discusses the development and initial field trial of the latest prototype computerized cognitive rehabilitation training (CCRT) program developed by Michigan State University’s Games for Entertainment and Learning Lab. The Brain Powered Games (BPG) project is a computer game-based, rehabilitation program specifically designed for children in resource-poor communities, with an emphasis on children in sub-Saharan Africa. This chapter describes the different aspects of the current BPG prototype and how game theories such as digital game-based learning and game flow influenced the design. Details are presented about a playtest of the BPG prototype in a rural setting in Uganda, including observations about children’s general responses to the games, results of an initial pilot evaluation, and how those observations may affect future development.

An Exploratory Study of the Impact of Contextual Cues of Violence in an Active Videogame

OBJECTIVE With the expanded genres of active videogames, one inevitably raises the question of whether it is worthwhile to use active videogames to promote physical activity if games involve violent themes. The purpose of the current study was to explore the effects of contextual cues of violence in an active videogame on (1) state hostility, (2) perceived arousal, (3) game enjoyment, (4) perceived effort in the game, and (5) activity intensity in the game. MATERIALS AND METHODS A one-factor between-subjects experiment with three conditions (minimal, moderate, and extreme contextual cues of violence) of playing an in-house-developed active videogame was conducted. Activity intensity was objectively measured using the ActiGraph (Pensacola, FL) model GT3X accelerometer. Psychological outcomes were measured using established scales. RESULTS We did not find that the level of contextual cues of violence had any effect on the outcome variables, although the moderate level of contextual cues of violence resulted in a greater amount of feeling mean (P=0.011) and unsociable (P=0.038) among the players immediately after gameplay than players in the minimal contextual cues of violence condition. We did not find any statistically significant difference among the three conditions in terms of enjoyment, perceived arousal, or activity intensity. CONCLUSIONS This study empirically examined the effects of contextual cues of violence in active videogames on player hostility, arousal, and enjoyment after gameplay as well as their physical activity intensity during gameplay. These findings provide some initial evidence to guide active videogame designers and researchers on how to design the games to be more engaging and thus elicit more activities among the players.

Educational Digital Games: A Theoretical Framework About Design Models, Learning Theories and User Experience

This article presents a study on design models for Educational Digital Games, taking into account learning theories, game design models, game elements and user experience. Through a theoretical framework the research seeks to understand the different perspectives involved in these models, considering the interdisciplinary character of the developer teams and their target users. The aim of the research is to identify similarities, differences, and gaps between the models investigated. Thus, a literature review was conducted and four models for analysis were identified. As a method, both a comparative and a qualitative analysis of these models were used, based on a data analysis spiral combined with an analysis protocol. The analysis sought to identify pedagogical approaches, instructional design aspects and other elements involved in the design process. Game elements and user experience were also considered relevant for the analysis. As a result, this research presents a hybrid model which complements the analyzed models, using the investigated framework as a structural basis to assist developers and content specialists when designing educational digital games for teachers and students, according to the learning objectives and the theme addressed in the game. Finally, this article presents a brief analysis of the results obtained and considers how the present study may contribute to future investigations.

Group dynamics motivation to increase exercise intensity with a virtual partner

Background The effect of the Köhler group dynamics paradigm (i.e., working together with a more capable partner where ones performance is indispensable to the team outcome) has been shown to increase motivation to exercise longer at a strength task in partnered exercise video games (exergames) using a software-generated partner (SGP). However, the effect on exercise intensity with an SGP has not been investigated. The purpose of this study was to examine the motivation to maintain or increase exercise intensity among healthy, physically active middle-aged adults using an SGP in an aerobic exergame. Methods Participants (n = 85, mean age = 44.9 years) exercised with an SGP in a 6-day cycle ergometer protocol, randomly assigned to either (a) no partner control, (b) superior SGP who was not a teammate, or (c) superior SGP as a teammate (team score was dependent on the inferior member). The protocol alternated between 30-min continuous and 4-min interval high-intensity session days, during which participants could change cycle power output (watts) from target intensity to alter distance and speed. Results Mean change in watts from a targeted intensity (75% and 90% maximum heart rate) was the primary dependent variable reflecting motivational effort. Increases in performance over baseline were demonstrated without significant differences between conditions. Self-efficacy and enjoyment were significantly related to effort in the more intense interval sessions. Conclusion Under these conditions, no Köhler effect was observed. Exercise performance during the higher-intensity interval format is more closely related to enjoyment and self-efficacy beliefs compared to the continuous sessions.

Contribution of active videogame play to physical activity among college students.

BACKGROUND Fewer than half of college students meet physical activity (PA) recommendations. Active videogames (AVGs) may increase PA. The contribution that AVGs make to total PA is unknown. This study aimed to examine the contribution of AVG play to total PA and to compare sedentary, light, and moderate- to vigorous-intensity PA (MVPA) on game-days and non-game-days. MATERIALS AND METHODS For 1 week, the PA of 42 students (mean age, 20.4±1.3 years) was assessed by accelerometry. During this week an AVG was played one to three times, for 30 minutes each. The percentage contribution of AVG play to MVPA was calculated. To compare PA on game-days versus non-game-days, t tests were used. RESULTS Students performed an average of 47.2±32.0 minutes of MVPA/day, during the monitored weekdays. MVPA during AVG play contributed 4.8±8.1 percent to total MVPA on game-days. The percentage of time spent in moderate PA was significantly higher on game-days (4.9 percent) than on non-game-days (3.3 percent). CONCLUSIONS This is the first study to examine the contribution of AVG play to daily PA. These data support further investigation of AVGs as a means of increasing health-enhancing PA and reducing sedentary behavior among college students.