Five chapters for each minigame they designed in the Game playbook article. Each chapter has five sections: Player Transformation/Learning Goals, Curriculum Content, Targeted Variables, Theoretical Frameworks ( Theory of Planned Behavior), and Game Design Application. I want to do the same with four chapters - one for each section of PACE. P stands for presenting, A stands for asking, C stands for checking, and E stands for Express. Here is the definition of the PACE Presenting Presenting will provide information about how the adolescent feels. This section will indicate the adolescent’s symptoms, concerns, or problems. Asking: During the examination, the adolescent will ask questions if the desired information is not provided. Thinking about questions to ask the doctor before the appointment will help the adolescent decide what information is important. Checking: This particular portion of the conversation will clarify or check what the adolescent might have heard during the course of the examination. During the examination, the adolescent might have heard words or phrases that were difficult to understand, it might be necessary to clarify what the physician or nurse might be referring to. Expressing This component is used to describe any concerns the adolescent may have in regards to condition, treatment, procedures, dietary changes, or physical activity recommendations. For this thesis, please concentrate only on the Player Transformation/Learning Goals, so the P will have a Player Transformation/Learning Goals, the A will have Player Transformation/Learning Goals, the C will have a Player Transformation/Learning Goals, and E will have a Player Transformation/Learning Goals 1st section-Player Transformation/ Learning Goals a. These goals describe the desired end state of the player experience (i.e., what the player will learn from playing the minigame). b. derived from the “individual determinants” and represent the factors that will have a direct causal effect on the target behaviors c. includes a brief narrative, written in layman′s terms, that describes the overall goal of the minigame. d. game developers could benefit from a more detailed desсrіption of the theoretical underpinnings of the transformation/learning goals and curriculum content e. Thus, the Playbook, which clearly states the player transformation goals and retains archived content, is available for review throughout the game design process and is a critical reference tool. Example: the player transformation goals in the Game Playbook article for People Sense are to (a) increase adolescents′ experience with navigating peer relationships; (b) increase adolescent′s knowledge about social dynamics, risk taking, and the interaction of social dynamics and risk taking (i.e., the influence of others′ behavior on one′s own behavior); and (c) increase adolescents′ perceptions of the risks associated with interacting with negative influence peers.

1. Running Head: PATIENT-PHYSICIAN INTERACTIVE GAME PLAYBOOK 1
Patient-physician Interactive Game Playbook
Name
Professor
Institution
Course
Date

2. PATIENT-PHYSICIAN INTERACTIVE GAME PLAYBOOK 2
Introduction
Based on the interactive aspect of the Game Playbook, PACE indicates that the aspects of
winning or losing in healthcare institutions has typically taken on a more and more lighthearted
approaches since the commencement of the minigame (Porter & Teisberg, 2006). It is not a
secret that patients do not have the audacity of following the physicians’ instructions. Contrary to
that, the effectiveness of PACE in healthcare institutions indicate that a huge percentage of the
patients are more likely to uphold the physicians’ instructions as well as taking their medications
seriously (Michener et al., 2016). This technique also indicates that the above will only occur in
case the healthcare providers will have the capacity of encouraging or contacting them.
Nonetheless, in the process of describing the desired end state of the player experience,
that is, what the player will learn from playing the minigame, the PACE technique shows that the
majority of the healthcare experts do believe and feel that running healthcare instructions as well
as monitoring health of the patients into a form of game has the ability of helping them to
efficiently engage with their patients with the existing healthcare regimen (Porter & Teisberg,
2006).
Presenting (P) the outcome of the result
In the process of offering player transformation goals as well as increasing the
adolescents′ experience with navigating peer relationships, the implication is that the features
contained in it is what is used to express all that which deeply affects individuals either mentally
or behaviorally. From the individual perspective, the determinants factors that which has a direct
causal effect on the target behaviors is the minigame itself (Laxminarayan & Malani, 2007). The

3. PATIENT-PHYSICIAN INTERACTIVE GAME PLAYBOOK 3
adolescent feels that the bottom line is that usually games are fun. In the process of jazzing up
the healthcare with some entertainment or positivity, the truth is that they end up becoming
motivated the more. In connection to that games play in accordance to the need of rewarding
their brains with points offer rewarding qualities with are unique to each patient-physician
interactive game (Porter & Teisberg, 2006). The reason for that is because their brains always
love rewards and thus are conditioned to respond accordingly. For instance, rewarding them as a
means of assessing their health status has the potential of encouraging them to uphold or stick to
that habit.
Asking (A) or enquiring the effectiveness of the method
In the process of increasing the adolescent′s knowledge about social dynamics, risk
taking, and the interaction of social dynamics and risk taking, typically the influence of others′
behavior on one′s own behavior is what induces positive outcomes (Sommer, 2013). As much as
game are considered to be interactive in encouraging individuals to take charge of their multiple
aspects of their health status, the fact is that the result of the interrogation indicates that inducing
little competition into makes it to be more and more fun (Laxminarayan & Malani, 2007). This
occurs if only they have the potential of competing against their friends and family.
Checking (C) the impact of the Game Playbook
Conversely, from the questions which were asked by the adolescents, what was realized
is that encouraging them to compete with themselves for the sake of their personal gain is
perceived as being a powerful motivating factor. In this connection, in assessing its effectiveness,
the outcome indicates that the majority of the patient-physician are ultimately based on setting

4. PATIENT-PHYSICIAN INTERACTIVE GAME PLAYBOOK 4
and achieving one’s objectives which typically plays a crucial role of rewarding component of
games (Laxminarayan & Malani, 2007). Consequently with the advancement of the modern
technology, it means that patient-physician games are readily available. After having some time
in asking the physician some questions before the appointment it was noted that whenever the
adolescents spared few minutes, these games offers them the opportunity of accessing and
acknowledging various healthcare problems they have been encountering. Therefore, it is equally
essential to be in the position of clarifying what the healthcare provider would have been
referring to.
Express (E) the outcome of the Game Playbook
With respect to the adolescent’s issues regarding condition, treatment, procedures, dietary
changes, or physical activity recommendations, their behavioral intervention, the establishment,
as well as the empirical testing and evaluation of the style of the game for that intervention
becomes more challenging to requisite collaboration of multidisciplinary teams. These teams
basically consist of game developers and researchers who have diverse cultures, standards of
evidence, and terminologies in the healthcare institution (Sommer, 2013). This then indicates
that adolescents believes that the conventional intervention development of these tools for
instance,the intervention manuals and logic models, have to be debated in the creation of Game
Playbooks. Therefore, in the logic models offers the basis of developing intervention goals and
content which assist in increasing adolescents′ perceptions of the risks associated with interacting
with negative influence peers (Gofin & Gofin, 2011).
Learning goals for PACE

5. PATIENT-PHYSICIAN INTERACTIVE GAME PLAYBOOK 5
The overall goal of the minigame is that it assists in ensuring appropriateness of
intervention development in the adolescents or the productivity of the study outcomes. In
essence, it is clear that patient-physician interactive game playbook offers the opportunity of
accommodating certain needs of the multidisciplinary games which aids in documenting the
theoretical foundation of healthcare management (Gofin & Gofin, 2011). The reason for that is
because both the behavioral changes and theoretical principles are all contained in the game.
In return, what is acknowledged is that game playbook has the capacity of indentifying
assessment of the critical moments which lies within it which has the ability of contributing
effectively to the behavioral changes of the adolescents (Michener et al., 2016). Therefore, for
effective usage of the PACE technique, another role of the PACE is basically trying to translate
all the components of the patient-physician successful intervention to any subsequent
intervention. Thus, the content utility for this intervention of design of the game entails
frequently revising as well as discarding all ideas which are associated to the behavioral change
mechanism and design of the game itself. With regard to the overall role of the PACE with
respect to the minigame stated above, the basic behavioral targets ought to remain intact so as to
enhance positive results. Contrary to that, for the players, the objective of PACE is determining
whether the patient-physician interactive game playbook is the ultimate answer to solving
patient-physician related issues in the healthcare industry.

6. PATIENT-PHYSICIAN INTERACTIVE GAME PLAYBOOK 6
References
Gofin, J., & Gofin, R. (2011). Essentials of global community health. Sudbury, Mass: Jones &
Bartlett Learning.
In Michener, J. L., In Koo, D., In Castrucci, B. C., & In Sprague, J. B. (2016). The practical
playbook: Public health and primary care together.
Laxminarayan, R., & Malani, A. (2007). Extending the cure: Policy responses to the growing
threat of antibiotic resistance. Washington, DC: Resources for the Future.
Porter, M. E., & Teisberg, E. O. (2006). Redefining health care: Creating value-based
competition on results.
Sommer, A. (2013). 10 lessons in public health: Inspiration for tomorrow's leaders. Baltimore:
Johns Hopkins University Press.