Using Alternate Reality Games to  Influence Physical Activity in the College Population<br />Jeanne Johnston<br />Anne Mas...
Peggle<br />Zuma<br />ISO<br />Bejeweled<br />
Agenda<br />Motivation<br />Background <br />Hypotheses and Research Design<br />Preliminary Findings <br />Implications a...
The Team<br />Health and <br />PA<br />Game Designer<br />Psychological Attractiveness<br />Technology<br />
Background & MotivationWhy College Students?<br />Transition from high school to college<br />Physical activity decreases ...
Context<br />
Core Research Questions<br />Q1: What is the efficacy of a game-based intervention –an Alternate Reality Game – as a means...
What are Alternate Reality Games?<br /><ul><li>Real-Time, Real-World
The Beast, I love bees, Year Zero, World without Oil
Gameplay Elements
Narrative
Characters
Riddles, Puzzles
Clues
Multiple Media
Websites (real and fictional), Blogs
Email, Phone calls, Text messages
Staged Locations, Live performances
Twitter*
Geo-Caching*
Off-Campus Locations*
Player Photography*
TINAG (This Is Not a Game)</li></li></ul><li>The Skeleton Chase<br />
H1: 	Participation in game play will have a positive effect 	on behavioral, physiological, and anthropometric 	outcomes <b...
Student players (n = 60) <br />Control group (n = 60)<br />Players and control enrolled in P105 Foundations of Fitness and...
The Skeleton Chase<br />7 weeks fall 2008<br />IU Bloomington campus<br />Media<br />Websites (real and fictional)<br />Bl...
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The Skeleton Chase: Health Based ARG

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Preliminary results of the Skeleton Chase - a health based ARG used within the college student population

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The Skeleton Chase: Health Based ARG

  1. 1. Using Alternate Reality Games to Influence Physical Activity in the College Population<br />Jeanne Johnston<br />Anne Massey<br />Lee Sheldon<br />Indiana University <br />2009 Games for Health<br />
  2. 2. Peggle<br />Zuma<br />ISO<br />Bejeweled<br />
  3. 3. Agenda<br />Motivation<br />Background <br />Hypotheses and Research Design<br />Preliminary Findings <br />Implications and Next Steps<br />
  4. 4. The Team<br />Health and <br />PA<br />Game Designer<br />Psychological Attractiveness<br />Technology<br />
  5. 5. Background & MotivationWhy College Students?<br />Transition from high school to college<br />Physical activity decreases & % overweight increases<br />“Millennial” student<br />Teamwork, experiential activities, and use of technology <br />Pew Internet & American Life Project <br />65% of college students play games <br />
  6. 6. Context<br />
  7. 7. Core Research Questions<br />Q1: What is the efficacy of a game-based intervention –an Alternate Reality Game – as a means to influence physical activity?<br />Q2: What design aspects drive the “Psychological Attractiveness” of game play? <br />
  8. 8. What are Alternate Reality Games?<br /><ul><li>Real-Time, Real-World
  9. 9. The Beast, I love bees, Year Zero, World without Oil
  10. 10. Gameplay Elements
  11. 11. Narrative
  12. 12. Characters
  13. 13. Riddles, Puzzles
  14. 14. Clues
  15. 15. Multiple Media
  16. 16. Websites (real and fictional), Blogs
  17. 17. Email, Phone calls, Text messages
  18. 18. Staged Locations, Live performances
  19. 19. Twitter*
  20. 20. Geo-Caching*
  21. 21. Off-Campus Locations*
  22. 22. Player Photography*
  23. 23. TINAG (This Is Not a Game)</li></li></ul><li>The Skeleton Chase<br />
  24. 24. H1: Participation in game play will have a positive effect on behavioral, physiological, and anthropometric outcomes <br />P105 players will exhibit more positive outcomes than P105 control group <br />H2: Participation in game play will lead to sustained outcomes <br />Post-intervention outcomes will not regress to baseline levels <br />H3: Perceived “psychological attractiveness” of the game will have a positive moderating effect on outcomes<br />Higher levels of game attractiveness will lead to more positive outcomes<br />Hypotheses<br />
  25. 25. Student players (n = 60) <br />Control group (n = 60)<br />Players and control enrolled in P105 Foundations of Fitness and Wellness<br />Game play replaced weekly physical activity lab<br />Data Collection<br />Pre- and Post- Physiological and Anthropometric Data Collection<br />Pre- and Post- Behavioral Survey<br />Post- Psychological Attractiveness (Game Design) Survey<br />Weekly step data<br />SC Method<br />
  26. 26. The Skeleton Chase<br />7 weeks fall 2008<br />IU Bloomington campus<br />Media<br />Websites (real and fictional)<br />Blogs<br />Email<br />Phone calls<br />Text messages<br />Staged locations<br />Live performances<br />Mental Challenges<br />Puzzles<br />Riddles<br />Physical Challenges<br />
  27. 27. Clues to the Mystery Are Everywhere<br />Photographs<br />Google and IU Website Search<br />Video<br />This Presentation<br />
  28. 28. Blogs and Websites<br />All of these websites will return<br />
  29. 29. Physical Objects<br />Boxes are good hiding places<br />
  30. 30. A player’s individual goal was <br />50,000 Steps/Week<br />Each week, the team goal was for all members to achieve individual goal<br />
  31. 31.
  32. 32. SC Results<br /><ul><li>57% met individual weekly step goal >= 4 times
  33. 33. 25% of the teams met the team step goal >= 4 times
  34. 34. Over the 7 weeks, on average, students accumulated 18,064 more steps/ week (~ 9 miles) compared to baseline
  35. 35. 17,111,049 steps (8,555 miles) accumulated </li></li></ul><li>*<br />* P &lt; 0.001<br />SC Players vs. Control Group<br />
  36. 36. Psychological Attractiveness<br />Note: * p&lt;.05; ** p&lt;.01; *** p&lt;.005; ns = non-significant<br />
  37. 37. “I really liked getting out of the classroom.”<br />“As my team was playing, we got to learn about facilities we could use like the pool.”<br />“The game really did motivate me to walk – since I learned a lot about the campus, I know it is quicker and better for me to walk to class than take the bus.” <br />“I liked working with my team and it was fun getting to know them.”<br />“I really felt like I was using brain muscle.”<br />“The time to play the game each week took too long compared to other lab [non-game] sections.” <br /> “I wish I could have picked my own team. We didn’t know each other and our schedules were different.”<br />“… did you steal your shoes?” “… are you on house arrest?”<br />Sample Comments<br />
  38. 38. Successful in positively influencing physical activity<br />Weight gain significant for both players and control<br />Should be independent of class<br />Self-select teams important<br />Need to increase health-related knowledge in the game<br />Validate Psychological Attractiveness Scale<br />SC Observations <br />
  39. 39. Skeleton Chase II: The Psychic<br />Recreational Sports<br />General student body<br />Course independent<br />Self select, individual & team<br />Game design alterations: <br /><ul><li>Twitter*
  40. 40. Geo-Caching*
  41. 41. Off-Campus Locations*
  42. 42. Player Photography*
  43. 43. Wiki, chat</li></ul>Weekly check-in<br />
  44. 44. Milestone Example: 1st Team<br />
  45. 45. Directions<br />Stay tuned for results of SCII and comparisons to SC<br />ARG versus Step Game<br />Platform to deliver and engage in health related activities<br />
  46. 46. Questions<br />jdjohnst@indiana.edu<br />

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