Awa wareness reness - A HIV V Cas ase NRP EEEjr01A Leung Fee - PowerPoint PPT Presentation

Ga Gami mifi fica catio tion n for Cultiv ltivating ating Soci cial al Awa wareness reness - A HIV V Cas ase NRP EEEjr01A Leung Fee Ming Shannon & Toh Yee Shuen, Kaela

Presentation Outline 1. Introduction a. Gamification b. Human Immunodeficiency Virus 2. Aim and Objectives 3. Hypothesis 4. Methodology 5. Results 6. Limitations

Introduction ❖ Past V.S. Present ➢ One learning method compared to multiple ❖ Past: long explanations (lectures) ❖ Present: variety of ways, usually involving technology ➢ e.g. gamification Boumová, Viera. "Traditional vs. Modern Teaching Methods: Advantages and Disadvantages of Each." 2008.

Gamification ❖ Definition: the use of game design elements in non- game contexts ❖ Games are familiar to many people Deterding, S., R. Khaled, L. Nacke, and D. Dixon. "Gamification: Toward a Definition." CHI 2011 Gamification Workshop Proceedings, 2011. Flatla, D., C. Gutwin, L. Nacke, S. Bateman, and R. Mandryk. "Calibration Games: Making Calibration Tasks Enjoyable by Adding Motivating Game Elements." UIST 2011, 2011.

Gamification ❖ Factors that make game-based learning more effective ➢ They increase engagement ➢ They motivate people and reduce fear of failure ➢ They improve performance and knowledge Why Do educational games Help Students Learn? (2017, July 04). Retrieved from https://www.game-learn.com/why-videogames-help-students-learn/ Sitzmann, T. (2011). A Meta-Analytic Examination Of The Instructional Effectiveness Of Computer-Based Simulation Games. Personnel Psychology, 64(2), 489-528. doi:10.1111/j.1744-6570.2011.01190.x

77,300,000 People have been infected with HIV "Global HIV & AIDS Statistics - 2018 Fact Sheet." UNAIDS. Accessed January 2, 2019. http://www.unaids.org/en/resources/fact-sheet.

Human Immunodeficiency Virus ❖ A lentivirus ❖ Targets CD4 cells (lymphocytes) ➢ Healthy CD4 cell count: 500-1500 ➢ CD4 cell count of a person with AIDS: <200 "CD4 Count (or T-cell Count)." VA Clinical Public Health Programs: HIV/AIDS. June 21, 2005. Accessed December 28, 2019. https://www.hiv.va.gov/patient/diagnosis/labs-CD4-count.asp. "What Are HIV and AIDS?" AVERT. November 15, 2018. Accessed December 28, 2019. https://www.avert.org/about-hiv-aids/what-hiv-aids.

Human Immunodeficiency Virus ❖ Causes of the spread ➢ Lack of education ➢ Lack of money ➢ Lack of medical care Nsamenang, A. Bame (June 1995). Factors Influencing the development of psychology in Sub-Saharan Africa. Bamenda, Cameroon: Taylor and Francis. pp. 61 – 104. Susan Hunter, "Black Death: AIDS in Africa", Palrave Macmillan 2003 chapter 2 Sud, Neha. "Health & Education in Africa". International Finance Corporation.

Our Aim To determine if gamification can raise awareness for HIV

Our Objectives 1. Test the effectiveness of gamification as a learning method; and 2. Determine the type of learner that best suits gamification.

Our Hypothesis ❖ Gamification is able to increase knowledge of HIV ❖ Gamification is best suited for visual learners

Creating the Game ❖ Emphasis was on how the game could educate people with regards to how HIV affects the human body ❖ Increase player engagement ➢ Levels ➢ Time limits ➢ Increasing level of difficulty ❖ Easy to play ➢ Easy controls Left, right and up arrow keys ■ Space bar ■

Surveys ❖ 2 surveys: pre-game and post-game ❖ Pre-Game survey ➢ Prior knowledge of HIV? ➢ Kind of learner? ❖ Post-Game survey ➢ Current knowledge of HIV? ➢ Was the game enjoyable?

Surveys Pre-Game Survey

Surveys Pre-Game Survey

Surveys Post-Game Survey

Surveys Post-Game Survey

Results ❖ Game was more effective and enjoyable for kinesthetic and visual learners ❖ Participants become more knowledgeable about HIV ❖ Most are willing to incorporate gamification into learning

Limitations ❖ Restricted sample size ➢ Similar demographics ❖ Effect of the physical environment ➢ Unable to standardise it ➢ Other distractions could be present

Bibliography ❖ Boumová, Viera. "Traditional vs. Modern Teaching Methods: Advantages and Disadvantages of Each." 2008. ❖ "CD4 Count (or T-cell Count)." VA Clinical Public Health Programs: HIV/AIDS. June 21, 2005. Accessed December 28, 2019. https://www.hiv.va.gov/patient/diagnosis/labs-CD4-count.asp. ❖ Cohen, Myron S., Nick Hellmann, Jay A. Levy, Kevin DeCock, and Joep Lange. "The Spread, Treatment, and Prevention of HIV-1: Evolution of a Global Pandemic." The Journal of Clinical Investigation. April 01, 2008. Accessed January 02, 2019. https://www.jci.org/articles/view/34706. ❖ Deterding, S., R. Khaled, L. Nacke, and D. Dixon. "Gamification: Toward a Definition." CHI 2011 Gamification Workshop Proceedings, 2011.

Bibliography ❖ Flatla, D., C. Gutwin, L. Nacke, S. Bateman, and R. Mandryk. "Calibration Games: Making Calibration Tasks Enjoyable by Adding Motivating Game Elements." UIST 2011, 2011. ❖ "Global HIV & AIDS Statistics - 2018 Fact Sheet." UNAIDS. Accessed January 2, 2019. http://www.unaids.org/en/resources/fact-sheet. ❖ Muntean, C. I. "Raising Engagement in E-learning through Gamification." ICVL 2011, 2011. ❖ Nsamenang, A. Bame (June 1995). Factors Influencing the development of psychology in Sub-Saharan Africa. Bamenda, Cameroon: Taylor and Francis. pp. 61 – 104.

Bibliography ❖ Sitzmann, T. (2011). A Meta-Analytic Examination Of The Instructional Effectiveness Of Computer-Based Simulation Games. Personnel Psychology, 64(2), 489-528. doi:10.1111/j.1744-6570.2011.01190.x ❖ Sud, Neha. "Health & Education in Africa". International Finance Corporation. ❖ Susan Hunter, "Black Death: AIDS in Africa", Palrave Macmillan 2003 chapter 2 ❖ "What Are HIV and AIDS?" AVERT. November 15, 2018. Accessed December 28, 2019. https://www.avert.org/about-hiv-aids/what-hiv-aids.\ ❖ Why Do educational games Help Students Learn? (2017, July 04). Retrieved from https://www.game-learn.com/why-videogames-help- students-learn/

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