Conceptual framework for designing video games for children with type 1 diabetes

Abstract

Objective: to present a theoretically based conceptual framework for designing video games for children with type 1 diabetes mellitus. Methods: this was a methodological study that developed a conceptual framework with nine steps in view of health behavior change theories and the user-centered design approach as theoretical and methodological frameworks, respectively. Twenty-one children, aged 7 to 12 years, participated by expressing their needs and preferences related to diabetes and video games. Data were analysed following content analysis guidelines. Then, a choice of appropriate health behavioral change theories and their determinants that should be capable of influencing children’s behaviors and preferences. Results: the conceptual framework proposes a video game that consists of six phases, each addressing one stage of behavioral change and specific determinants, aligned with the needs and preferences identified by the participating children. This study shows the applicability of this framework in view of each proposed phase presenting examples and the children’s ideas. Conclusion: the results of this study contribute to advance the discussion on how behavioral theories and their determinants should be related to the design of creative and funny video games considering the profile of the target population as well as its needs and preferences.

Game Mechanisms in Serious Games That Teach Children with Type 1 Diabetes How to Self-Manage: A Systematic Scoping Review

“…30,[32][33][34]36,37,39,[41][42][43] In other articles, the narratives were about a health professional who helps patients with T1D. 28,38,39 Health-based narratives were also designed as either action-adventure 31,33,34,37,40,44 or more realistic. [28][29][30]39 The outcomes of T1D-oriented narratives were demystification, 28 increased understanding of self-management, 31,[38][39][40][41] and an easier transfer of knowledge and skills from serious games to real-world situations.…”

“…28,36 Feedback contributed to learning, reflection, understanding of T1D and self-management, and it corrected misunderstandings. [33][34][35]37,38,[42][43][44] Furthermore, feedback led to increased confidence, induced the feeling of competence 28,35,36,44 and increased the motivation both to play, learn, and engage in self-management. 28,[33][34][35]37,44,45 Rewards.…”

Using Distance Communication for the User-Centered Development of a Smartphone-Based Serious Game for Children With Type 1 Diabetes: Participatory Design Approach

“…When developing a serious game for children with T1D, it is crucial to involve children with T1D in the process to arrive at an appropriate final product [ 5 , 37 - 40 ]. When the end user participates in the development process and the findings are translated into product design, the likelihood that the indented target group will engage with the final product is increased [ 38 - 42 ].…”

Repercussões da prática educativa no autocuidado e manejo do Diabetes Mellitus tipo 1 na infância

“…5 A exemplo dessas iniciativas, cita-se o uso do brinquedo terapêutico para ensinar a insulinoterapia, 6 como de games direcionados ao DM1 com o fim de influenciar os comportamentos e preferências e contribuir para o manejo da doença. [7][8] Outra estratégia, que usa a tecnologia robótica, é a criação de uma robô afetiva, autônoma, cognitiva e motivacional com "diabetes robô", objetivando apoiar a percepção de autoeficácia e bem-estar emocional de crianças com diabetes. 9 Robin, a criança-robô, oferece experiências positivas de domínio do controle do diabetes em um contexto de interação lúdica, mas realista e natural.…”