A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing

Su, Jun-Ming, Yang, Yi-Ching, Weng, Tzu-Nin and Li, Meng-Jhen A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing. Comunicar, 2021, vol. 29, n. 69, pp. 91-111. [Journal article (Paginated)]

[thumbnail of Research article (English)]
Preview
Text (Research article (English))
c6908en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (5MB) | Preview
[thumbnail of Research article (Español)]
Preview
Text (Research article (Español))
c6908es.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (4MB) | Preview

English abstract

The number of new COVID-19 cases continues to rise rapidly in many countries despite vaccination. The best way to counter the spread of COVID-19 is self-protection. This study documents the development of a web-based serious game (WSG-COVID-19.SP) to promote effective learning strategies for self-protection against COVID-19 and to test the game’s content validity and usability. WSG-COVID-19.SP was developed using situated learning theory and diagnostic feedback mechanism. The game includes six situation storylines with 17 learning objectives. It uses a problem-solving approach to foster practices such as wearing masks, washing hands, and social distancing. Portfolio analysis was used to diagnose learning problems and report on the learning process. An overall summary index—the scale-level content validity index (S-CVI)—was used to evaluate content validity. Usability was tested through a website survey from 71 students from one university to gauge their technological acceptance and the game’s capability to promote future self-protection behaviors. The S-CVI was 0.81. Usability and acceptability were neither related to the users’ college major (whether it is information technology-related) nor to gender. Among the respondents, 84.5% agreed to continue with the self-protection practice as they were motivated by the real-time diagnostic function. The WSG-COVID-19.SP game system has adequate content validity and a high user satisfaction rating.

Spanish abstract

Los casos de COVID-19 siguen aumentando rápidamente en muchos países a pesar de la vacunación. La mejor forma de combatirlo es la protección personal. En este estudio desarrollamos un juego serio de la web (WSG-COVID-19.SP) para promover las estrategias de aprendizaje para protegerse contra el COVID-19. También probamos la validez y usabilidad del sistema. WSG-COVID-19.SP fue desarrollado de acuerdo a la teoría situada de aprendizaje y retroalimentación diagnóstica. Contiene seis historias con 17 objetivos de aprendizaje. Se usa un enfoque de resolución de problemas para promover el uso de mascarillas, lavado de manos y distanciamiento social. Se usó el análisis de portafolio para identificar los problemas y el proceso de aprendizaje. El índice global de validez de contenido de la escala (S-CVI) fue utilizado para evaluar su eficacia. La usabilidad fue probada mediante una encuesta de web de 71 estudiantes de una universidad para evaluar su aceptación tecnológica y la capacidad del juego para promover la protección personal. El S-CVI era 0,81. La usabilidad y aceptabilidad no correspondían con la especialización del usuario (ya sea que esté relacionada con la tecnología de la información) ni con el género. Un 84,5% de los usuarios quería continuar la práctica porque estaban motivados por los resultados diagnósticos. WSG-COVID-19.SP exhibe un contenido válido y una alta satisfacción del usuario.

Item type: Journal article (Paginated)
Keywords: COVID-19; serious game; usability; interactive scenario; situated-based learning; self-protection; COVID-19; juegos serios; usabilidad; escenario interactivo; aprendizaje basado en la situación; protección personal
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 21 Dec 2021 12:07
Last modified: 21 Dec 2021 12:07
URI: http://hdl.handle.net/10760/42718

References

Álvarez-Pomar, L., & Rojas-Galeano, S. (2021). Impact of personal protection habits on the spread of pandemics: Insights from an agent-based model. The Scientific World Journal, 2021, 1-14. https://doi.org/10.1155/2021/6616654

Alzouebi, K. (2020). Electronic portfolio development and narrative reflections in higher education: Part and parcel of the culture? Education and Information Technology, 25, 997-1011. https://doi.org/10.1007/s10639-019-09992-2

Bardach, L., Klassen, L.R., Durksen, T.L., Rushby, J.V., Bostwick, K.C.P., & Sheridan, L. (2020). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. Teacher Selection Project Working Paper, 1-21. https://doi.org/10.31234/osf.io/whsny

Blackburn, J.L., & Hakel, M.D. (2006). An examination of sources of peer-review bias. Psychological Science, 17(5), 378-382. https://doi.org/10.1111/j.1467-9280.2006.01715.x

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032

Centers for Disease Control and Prevention (CDC) (Ed.) (2019). Coronavirus disease 2019 (COVID-19). Protect yourself. http://bit.ly/3qodJSg

Chamola, V., Hassija, V., Gupta, V., & Guizani, M. (2020). A comprehensive review of the COVID-19 pandemic and the role of IoT, Drones, AI, Blockchain, and 5G in managing its impact. IEEE Access. https://doi.org/10.1109/ACCESS.2020.2992341

Chang, C.W., Lee, J.H., Wang, C.Y., & Chen, G.D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computer & Education, 55(4), 1572-1578. https://doi.org/10.1016/j.compedu.2010.06.023

Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74-84. https://bit.ly/2SyMgBe

Gardner, L. (2020). Modeling the spreading risk of 2019-nCoV. Johns Hopkins University Center for Systems Science and Engineering. http://bit.ly/2NpXzJD

Garris, R., Ahlers, R., & Driskell, J. (2002). Games, motivation and learning: A research and practice model. Simulation and Gaming, 33(4), 441-467. https://doi.org/10.1177/1046878102238607

Gaspar, J.D., Lage, E.M., Silva, F.J., Mineiro, E., Oliveira, I.J., Oliveira, I., Souza, R.G., Gusmão, J.R., De-Souza, C.F., & Reis, Z.S. (2020). A mobile serious game about the pandemic (COVID-19 - Did you know?): Design and evaluation study. JMIR Serious Games, 8(4), e25226. https://doi.org/10.2196/25226

Gentry, S.V., Gauthier, A., L'Estrade Ehrstrom, B., Wortley, D., Lilienthal, A., & Car, T.L. et al. (2019). Serious Gaming and Gamification Education in Health Professions: Systematic Review. Journal of Medical Internet Research, 21(3), e12994. https://doi.org/10.2196/12994

Kim, J. (2020). Learning and teaching online during COVID-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52, 145-158. https://doi.org/10.1007/s13158-020-00272-6

Kinshuk, Chen, N.S., Cheng, I.L., & Chew, S.W. (2016). Evolution is not enough: revolutionizing current learning environments to smart learning environments. International Journal of Artificial Intelligence in Education, 26, 561-581. https://doi.org/10.1007/s40593-016-0108-x

Liaw, S.S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the blackboard system. Computer & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005

Liu, Y., Gayl, A.A., Wilder-Smith, A., & Rocklöv, J. (2020). The reproductive number of COVID-19 is higher compared to SARS coronavirus. Journal of Travel Medicine, 27(2). https://doi.org/10.1093/jtm/taaa021

Lopez-Sintas, J., Lamberti, G., & Sukphan, J. (2020). The social structuring of the digital gap in a developing country. The impact of computer and internet access opportunities on internet use in Thailand. Technology in Society, 63, 101433. https://doi.org/10.1016/j.techsoc.2020.101433

Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S. (2007). How can scenario-based learning engender and promote reflective practice in online and distance education. In M. Spector (Ed.), Finding Your Online Voice: Stories Told by Experienced Online Educators (pp. 53-72). Lawrence Erlbaum. https://bit.ly/3o4qQI3

Nayef, B.H. (2015). The advantages and disadvantages of using multimedia in education. Journal of AL-Turath University College, 2(19), 96-104. https://bit.ly/33x3b9s

Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International Journal of Surgery, 78, 185-193. https://doi.org/10.1016/j.ijsu.2020.04.018

Park, J., Kim, S., Kim, A., & Yi, M.Y. (2019). Learning to be better at the game: Performance vs. completion contingent reward for game-based learning. Computer & Education, 139(1), 1-15. https://doi.org/10.1016/j.compedu.2019.04.016

Pitol, A.K., & Julian, T.R. (2021). Community Transmission of SARS-CoV-2 by surfaces: Risks and risk reduction strategies. Environmental Science & Technology Letters, 8(3), 263-269. https://doi.org/10.1021/acs.estlett.0c00966

Polit, D.F., & Beck, C.T. (2006). The content validity index: Are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489-97. https://doi.org/10.1002/nur.20147

Richardson, J., Grose, J., Bradbury, M., & Kelsey, J. (2017). Developing awareness of sustainability in nursing and midwifery using a scenario-based approach: Evidence from a pre and post educational intervention study. Nurse Education Today, 54, 51-55. https://doi.org/10.1016/j.nedt.2017.04.022

Ruipérez-Valiente, J., Halawa, S., Slama, R., & Reich, J. (2020). Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world. Computer & Education, 146, 103776. https://doi.org/10.1016/j.compedu.2019.103776

Santarpia, J.L., Rivera, D.N., Herrera, V.L., Morwitzer, M.J., Creager, H.M., Santarpia, G.W., Crown, K.K., Brett-Major, D.M., Schnaubelt, E.R., Broadhurst, M.J., Lawler, J.V., Reid, S.P., & Lowe, J.J. (2020). Aerosol and surface contamination of SARS-CoV-2 observed in quarantine and isolation care. Scientific Report, 10, 12732. https://doi.org/10.1038/s41598-020-69286-3

Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205-217. https://doi.org/10.1016/j.edurev.2019.03.007

Su, J.M. (2020). A rule-based self-regulated learning assistance scheme to facilitate personalized learning with adaptive scaffoldings: a case study for learning computer software. Computer Application Engineering Education, 28(3), 536-555. https://doi.org/10.1002/cae.22222

Su, J.M., & Lin, H.Y. (2015). A reconfigurable simulation-based test system for automatically assessing software operating skills, special issue technology-supported assessment in education. Educational Technology & Society, 18(2), 60-79. https://bit.ly/2RGV33P

Suppan, M., Catho, G., Robalo-Nunes, T., Sauvan, V., Perez, M., Graf, C., Pittet, D., Harbarth, S., Abbas, M., & Suppan, L. (2020). A Serious game designed to promote safe behaviors among health care workers during the COVID-19 pandemic: Development of Escape COVID-19. JMIR Serious Games, 8(4), e24986. https://doi.org/10.2196/24986

Sweller, J., Van Merrienboer, J.J.G., & Paas, F.G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296. https://doi.org/10.1023/A:1022193728205

Torkshavand, G., Khatiban, M., & Soltanian, A.R. (2020). Simulation-based learning to enhance students’ knowledge and skills in educating older patients. Nurse Education Practice, 42, 102678. https://doi.org/10.1016/j.nepr.2019.102678

Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(22), 1-33. https://doi.org/10.1186/s41239-017-0062-1

Wattanasoontorn, V., Boada, I., García-Hernandez, R., & Sbert, M. (2013). Serious games for health. Entertainment Computing, 4, 231-247. https://doi.org/10.1016/j.entcom.2013.09.002

Wiemeyer, J., & Kliem, A. (2012). Serious games in prevention and rehabilitation—a new panacea for elderly people? European Review of Aging and Physical Activity, 9, 41-50. https://doi.org/10.1007/s11556-011-0093-x

World Health Organization (WHO) (Ed.) (2021). Coronavirus disease (COVID-19) advice for the public. https://bit.ly/3uENhpI

Šliogeriene, J. (2016). Using portfolios to enhance self–regulated learning. Sustainable Multilingualism, 9, 186-204. https://doi.org/10.7220/2335-2027.9.9


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item