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Making learning fun: Participatory design of multimedia interactive educational videos for first time hearing aid users


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Making learning fun: Participatory design of multimedia interactive educational videos for first time hearing aid users by M Brandreth, M Ferguson, J Henderson, M Taylor & H Wharrad

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Making learning fun: Participatory design of multimedia interactive educational videos for first time hearing aid users

  1. 1. Making Learning Fun: Participatory design ofmultimedia interactive educational videos forfirst time hearing aid users HEAR-IT STUDYMike Taylor, James Henderson & Heather WharradSchool of Nursing, Midwifery & PhysiotherapyHealth E-learning & Media GroupMelanie Ferguson & Marian BrandrethNational Biomedical Unit for Hearing
  2. 2. Improving use of hearing aids in newusers• NIHR Research for Patient Benefit grant • awarded September 2010 (£235k)
  3. 3. Background – about hearing loss 9m people in the UK have a hearing loss 2m people have hearing aids Non-use of hearing aids: 15-25% Costs of non-use:  To NHS: Annual (2008) = £25m  To person with hearing loss = communication difficulties  social withdrawal, reduced quality of life
  4. 4. Reasons for non-use (%) Bertoli Goggins Vuorialho (2009) (2009) (2006) Background noise 52 - 47 Poor fit and comfort 9 16 28 Difficulties inserting e/m 9 16 14 Acoustic feedback - - 12 Difficulties with batteries - - 17 Difficulties on the phone - 85 70 Misunderstanding of progs - 61 -
  5. 5. Study aimsQuestion: Do interactive multimedia educational learning objects (RLOs) provided by audiologists at the hearing aid fitting result in enhanced benefit and use for first-time hearing aid users?Phase 1: Development of interactive RLOs
  6. 6. Interactive Multimedia learning – theory/evidence • RLOs enhance student learning, enjoyment and engagement (Wharrad & Windle 2010; Lymn et al, 2008; Bath-Hextall et al, 2011)  Students in the elearning environment that provided interactive video achieved better learning performance & satisfaction than other elearning or trad environments (Zhang et al, 2006) • Increase patient satisfaction and treatment compliance (Murray et al, 2001)
  7. 7. Reusable learning objects The Mental Health Act
  8. 8. What is an RLO?media assets instructional design + activity + assessment + links + interactivityStand aloneAddresses a single learning goal
  9. 9. Evaluation The LOs Introduced new concepts clearly The LOs were well integrated “ A brilliant way to learn” S. A. Agree Disagree S. D. S. A. Agree Disagree S. D. “A fun way to learn lots The LOs were at the right level Interactivity of information” S. A. Agree Disagree S. D. V.I. Important Unimportant V.U.
  10. 10. Phase I Development of RLOs Storyboard workshops Spec Review Develop Review Use & evaluation
  11. 11. CommunityPatients & Carers StudentsLecturers
  12. 12. HA User Workshops
  13. 13. Storyboards Expectations Loop systems
  14. 14. Topics
  15. 15. Acclimatisation DVD Entry Interface
  16. 16. Expectations Quiz
  17. 17. Outcome measures Hearing aid use Self-efficacy and well-being Patient Activation Measure (PAM) Hearing Health Care Intervention Readiness (HHCIR) Hospital Anxiety and Depression scale (HADS) Learning Interactive questions from RLO on HAs and communication RLO uptake and compliance
  18. 18. Top descriptors of RLOs
  19. 19. Use of RLO 72% watched the RLOs more than once, and 40% for 3+ times.
  20. 20. Conclusion Participatory design/community involvement process translated well from an educational to healthcare setting Challenge in creating engaging activities (pedagogy) in a DVD format Early analysis suggests DVD is valued (reuse), easy to use and may reduce anxiety