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Similar to Yes, Games CAN improve Self-Care Habits. Field Study results of Attack of the S. Mutans! 3D Multi-player game/museum exhibit
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Yes, Games CAN improve Self-Care Habits. Field Study results of Attack of the S. Mutans! 3D Multi-player game/museum exhibit
- 1. Howard Rose M.Ed. hrose@firsthand.com University ofJacqueline Pickrelljpick@u.washington.edu Dr. Washington School of Dentistry
- 2. What Am I Playing (with)? Beatwave Soundrop Osmos HD University of Washington School of Dentistry
- 3. SBIR This research was conducted thanks to a Small Business Innovation Research Grant from NIH. Reauthorization of SBIR legislation is currently being debated in Congress and is in JEAPORDY! SBIR is very important to the future of innovation in the Games for Health Community. Please Get Informed and Involved. Here are some sites to start with. (not an endorsement) http://www.zyn.com/sbir/ http://www.sbircoach.com University of Washington School of Dentistry
- 4. Firsthand Technology Howard Rose & Ari Hollander Co-PI www.firsthand.com hrose@firsthand.com Serious Games for Health • VR Analgesia • Exposure Therapy • PTSD Therapy University of Washington School of Dentistry
- 5. School of Dentistry Dr. Jacqueline Pickrell: cognitive psychologist Dr. Peter Milgrom: dental expert Dental Public Health • Dental Fear Clinic • Improve Self-care • Increase Access • Minority Disparities Clinic University of Washington School of Dentistry
- 6. The Oral Health Problem Personal factors Dental Caries Oral environment factors Time Saliva Plaque PH Bacteria Diet Knowledge Attitudes Income Toot Sugars Fluoride h Behavior Socio- economic Status Dental Access to Care Insurance University of Washington (From Selwitz et al; 2007 adapted School of Dentistry from Fejerskov & Manji, 1990)
- 7. This is a video of this cut scene from Attack of the S. Mutans! Dentisha is in her workshop piecing together the story of S. mutans bacteria and acid attacking her teeth. See the 1 minute video: Smaller file: http://www.firsthand.com/AOTSM_video/DentishaWorkshopSm.mov High-res: http://www.firsthand.com/AOTSM_video/DentishaInHerWorkshop.zip University of Washington School of Dentistry
- 8. Taking on Tween’s University of Washington School of Dentistry
- 9. Taking on Tween’s This is the first generation of families where both the children AND parents grew up gaming. o Make fun work for you, not against you. o Fit with the 8 to 12-year-old brain o 3D Advantage of immersion (presence) o Games create a “New Place”, frame of experience. University of Washington School of Dentistry
- 10. Behavioral Outcome Goals • Brush twice daily • Brush long enough and well enough (2 min*) • Use fluoride toothpaste • Eat sugar wisely University of Washington School of Dentistry
- 11. Focus Group Data • Children said tooth brushing is important – 30% report brushing 2x day on a regular basis – Majority believed “Food” causes cavities – Most report they like going to the dentist – With age came knowledge… • Parents felt children lacked motivation to brush • Dental visits lacked impact on motivation University of Washington School of Dentistry
- 12. Focus Group Data • Children said tooth brushing is important – 30% report brushing 2x day on a regular basis – Majority believed “Food” causes cavities – Most report they like going to the dentist – With age came knowledge… • Parents felt children lacked motivation to brush • Dental visits lacked impact on motivation Knowledge is necessary but not sufficient. University of Washington School of Dentistry
- 13. Self-care Frequency Reality vs “Should” How Often Do You Brush? University of Washington School of Dentistry
- 14. University of Washington School of Dentistry
- 15. A Challenge of Access and Distribution • Big audience in a Credible Venue • Establish brand of the game & Dentisha character • Controllable research environment Initial Strategy: Health Game Spectacle via Science Museum Venue University of Washington School of Dentistry
- 16. Who is Dentisha? Iterative design evolution Feedback from focus group testing University of Washington School of Dentistry
- 17. Streptococcus mutans University of Washington School of Dentistry
- 18. Biofilm University of Washington School of Dentistry
- 19. 5 Player Game Pod University of Washington School of Dentistry
- 20. Watch a short video of the Attack of the S. Mutans! game: Smaller file: http://www.attackofthemutans.com/game.html High-res: http://attackofthemutans.com/media/AOTSM_game_large.ogv NEXT, I will give a quick overview of the 2000 sq. ft. science museum exhibit. A field study was performed at Pacific Science Center in Seattle, May 2010 to measure health efficacy. Results are presented. University of Washington School of Dentistry
- 21. Exhibit Overview 4-Stage cognitive intervention 1. Get attention & establish the basics 2. Engage and motivate 3. Make it relevant & concrete 4. Tangible positive takeaways University of Washington School of Dentistry
- 22. Exhibit Overview 4-Stage cognitive intervention 1. Get attention & establish the basics Biofilm & Crystal Projections 2. Engage and motivate Centerpiece Attack of the S. Mutans! 3D game 3. Make it relevant & concrete Hall of Excuses 4. Tangible positive takeaway messages X-ray Explorer, Keep Your Teeth, Text Panels University of Washington School of Dentistry
- 23. Tooth Biofilm & Formation Bacteria Basics Checkpoint GAME PODS Hall of Excuses X-ray Decay Detector Keep Your Check Point Teeth #4 University of Washington School of Dentistry
- 24. Hall of Excuses: Modeling Behavior Game Creates a Teachable Moment University of Washington School of Dentistry
- 25. Hall of Excuses Game Creates a Teachable Moment “Yeah, I would have brushed last night but….” University of Washington School of Dentistry
- 26. X-Ray Explorer University of Washington School of Dentistry
- 27. Keep Your Teeth Labyrinth game to illustrate concept of Risk. The holes close or grow according to game choices. KYT has been rebuilt for the iPad and will soon be available to the public. University of Washington School of Dentistry
- 28. University of Washington School of Dentistry
- 29. Exerimental Design 1. Children from 7 schools randomly assigned to one of three conditions • two-thirds AOTSM treatment • one-third control (SnowWorld) 2. 155 children who had at least one posttest available for analysis 3. Children were posttested (self-report survey) at 1 month, 3 months, and 8 months University of Washington School of Dentistry
- 30. Oral Health Behavior for Children 11-12 years (0.05 alpha) Composite of self-reported responses to 12 questions including: How often do you: Brush your teeth? Brush after every meal? Brush carefully on all surfaces?... University of Washington School of Dentistry
- 31. Self Efficacy for Older Children with Educated Parents Low = some high school Avg = some college High = undergrad or more University of Washington School of Dentistry
- 32. (Real) 3D Games Controllers The learning curve Mean Task Completion Time 04:19 03:36 TIme To Completion 02:53 02:10 01:26 00:43 00:00 7 8 9 10 11 12 Age Age 8: 2 minutes Age 12: 45 seconds University of Washington School of Dentistry
- 33. (Real) 3D Games Controllers The learning curve Why the difference? • Cognitive Development • Physical Development • Unique vs Known Interface • Accidental Success University of Washington School of Dentistry
- 34. Financial Model Who is going to pay for games for Public Health? University of Washington School of Dentistry
- 35. Building Partnerships A Game-Driven Public Health Initiative Science Centers Health and Education Mission Firsthand Health Researchers & Underserved Public Game & Exhibit Care Providers Tough to reach but as Catalyst Front Line of Public needs reaching (Initiated by NIH) Health and Disparities Foundation and Corp. Sponsors Interest Driven University of Washington School of Dentistry
- 36. Lessons Learned • Games can improve oral self-care • Cognitive approach to behavior change can be effective • Museums are a challenging environment for games but can be successful but BE NIMBLE! • Development factors affect playing and learning new interfaces which affects health outcomes • Funding requires partnerships, creativity and lots of leg work! University of Washington School of Dentistry
- 37. Future Reserch • What factors within games make them effective? • How do games change the receptivity to information & relationships with care providers? • How to build novel interfaces that are intuitive and fun? • R&D of Real 3D controllers and UI • Develop a social/financial model for doing public health games. University of Washington School of Dentistry
- 38. Howard Rose M.Ed. hrose@firsthand.com University ofJacqueline Pickrelljpick@u.washington.edu Dr. Washington School of Dentistry
Editor's Notes
- Reaching a range of underserved populationsAt the University of Washington School of dentistry, our department focuses on improving the oral health of children and adults. Currently, we have several studies each of which takes a unique approach to tackling this immense public health problem. Together these studies focus on three broad areas; getting women and their young children to visit the dentist, improving oral health knowledge and behaviors among school-aged children and chronically mentally ill adults, and reducing dental fear in adults.
- The reality is situation can be examined with this complicated figure which does not even include all of the known factors, let alone the unknown factors.Inner circle is the four overlapping circles which are the factors that directly contribute to caries development (tooth, bacteria in biofilm, time, and diet).The middle circle pertains to all of the environmental factors (i.e., the constituents within the mouth like salivary factors or presence of fluorides, sugars, etc. These of course, are mutable depending on the personal factors (dietary and oral hygiene behaviors, medications).The outer circle pertains to all of the personal factors such as behaviors, income and social status, dental insurance coverage, etc.
- Why a computer game?Kids are into games, their parents are too! They are high impact, open-ended, competitive, collaborative, fun, pre-attentive, and something new for NIH. Additionally, this serious game is a 3D game which allows for immersion (presence) and interaction with the participant.Why at a museum?Reach an audience in a credible venue.Establish brand of the game & Dentisha.Controllable research environment.Museums are transforming. High interest in games with substantive efficacy research. Target DemographicSecond generation immigrants (Spanish)Low income/limited access to care Specific groups: Latino, Pacific Islanders, Asians, Appalachia, Native, African Americans4 stage cognitive intervention (Get attention & establish the basics ; Engage and motivate; Make it relevant & concrete; Tangible positive takeaways )While at the Pacific Science Center, Attack of the S. mutans! will be evaluated for its effectiveness as a behavior-changing vehicle for children. Specifically, measures of change in both oral health behaviors and mediating factors known to influence behavioral change will be examined. If successful, the model could help transform educational and public health programming.
- Why a museum? Distribution is the biggest challenge for any game. Sometimes the distribution is built in, but in our case we’re trying to deliver a general public health message. Want to hit a large audience, Image problem. Who will buy the “dental game.” Use the museum for initial exposure, increase familiarity with our character and our look. We thought this gave us our best chance that they will be open to playing it in a longer format. Our message is short format. We felt it was most appropriate to a short experience with high impact than a multi-level game they would play at home. Of course we could expand on the format and content of the game we have for other contexts such as home or school, but we felt that was not a winning strategy going out of the gate.controllable research venue. Control the technology, so we know what their experience will be. We don’t get that with a home game or something on the net. Control the flow, so we know what they do before and after. Control exposure time to some extent.Helps us gather data. Tracking and timing, naturalistic observation and background data collection of performance. Family groups, school groups affort opportunity for intergenerational dialog.
- Why a museum? Distribution is the biggest challenge for any game. Sometimes the distribution is built in, but in our case we’re trying to deliver a general public health message. Want to hit a large audience, Image problem. Who will buy the “dental game.” Use the museum for initial exposure, increase familiarity with our character and our look. We thought this gave us our best chance that they will be open to playing it in a longer format. Our message is short format. We felt it was most appropriate to a short experience with high impact than a multi-level game they would play at home. Of course we could expand on the format and content of the game we have for other contexts such as home or school, but we felt that was not a winning strategy going out of the gate.controllable research venue. Control the technology, so we know what their experience will be. We don’t get that with a home game or something on the net. Control the flow, so we know what they do before and after. Control exposure time to some extent.Helps us gather data. Tracking and timing, naturalistic observation and background data collection of performance. Family groups, school groups affort opportunity for intergenerational dialog.
- What exactly are they doing?
- Why a museum? Distribution is the biggest challenge for any game. Sometimes the distribution is built in, but in our case we’re trying to deliver a general public health message. Want to hit a large audience, Image problem. Who will buy the “dental game.” Use the museum for initial exposure, increase familiarity with our character and our look. We thought this gave us our best chance that they will be open to playing it in a longer format. Our message is short format. We felt it was most appropriate to a short experience with high impact than a multi-level game they would play at home. Of course we could expand on the format and content of the game we have for other contexts such as home or school, but we felt that was not a winning strategy going out of the gate.controllable research venue. Control the technology, so we know what their experience will be. We don’t get that with a home game or something on the net. Control the flow, so we know what they do before and after. Control exposure time to some extent.Helps us gather data. Tracking and timing, naturalistic observation and background data collection of performance. Family groups, school groups affort opportunity for intergenerational dialog.
- What exactly are they doing?
- What exactly are they doing?