TY - JOUR
T1 - Interactive CovidCampus Simulation Game
T2 - Genesis, Design, and Outcomes
AU - Johnson-Glenberg, Mina C.
AU - Jehn, Megan
AU - Chung, Cheng Yu
AU - Balanzat, Don
AU - Nieland Zavala, Ricardo
AU - Apostol, Xavier
AU - Rayan, Jude
AU - Taylor, Hector
AU - Kapadia, Anoosh
AU - Bartolomea, Hannah
N1 - Publisher Copyright:
© Johnson-Glenberg, Jehn, Chung, Balanzat, Nieland Zavala, Apostol, Rayan, Taylor, Kapadia and Bartolomea.
PY - 2021
Y1 - 2021
N2 - We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were analyzed. Results revealed a significant increase in confidence in asking safety-related questions. Post-play, a significant majority of players listed new actions they would take to increase their safety; players were more agentic in their choices. This game allowed players to go back and replay with different choices, but only 7% chose to replay. Short, interactive desktop games may be an effective method for disseminating information about how to stay safer during a pandemic. The game appeared to positively change most players' health behaviors related to mitigation of an infectious disease. Designers of interactive health games should strive to create multi-disciplinary teams, include constructs that allow players to agentically make decisions, and to compare outcomes overtime.
AB - We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were analyzed. Results revealed a significant increase in confidence in asking safety-related questions. Post-play, a significant majority of players listed new actions they would take to increase their safety; players were more agentic in their choices. This game allowed players to go back and replay with different choices, but only 7% chose to replay. Short, interactive desktop games may be an effective method for disseminating information about how to stay safer during a pandemic. The game appeared to positively change most players' health behaviors related to mitigation of an infectious disease. Designers of interactive health games should strive to create multi-disciplinary teams, include constructs that allow players to agentically make decisions, and to compare outcomes overtime.
KW - Augmented Reality (AR)
KW - Covid-19 education
KW - Interactive STEM education
KW - Public service games
KW - Serious games
KW - Simulations
KW - XR
UR - http://www.scopus.com/inward/record.url?scp=85118140912&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85118140912&partnerID=8YFLogxK
U2 - 10.3389/fcomm.2021.657756
DO - 10.3389/fcomm.2021.657756
M3 - Article
AN - SCOPUS:85118140912
SN - 2297-900X
VL - 6
JO - Frontiers in Communication
JF - Frontiers in Communication
M1 - 657756
ER -