Development of mobile learning application to promote world heritage site preservation awareness: Case of Luang Prabang, Lao PDR

Poong, Yew Siang; Yamaguchi, Shinobu; Takada, Jun‐ichi

doi:10.1109/ghtc.2016.7857263

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Traditionally in serious games, pre-and post-play assessments of knowledge take place outside the game by a test or a survey, in line with teaching and intervention assessment methods (7)(8)(9)(10). Available research reports mixed results of serious games delivering educational content (8,(11)(12)(13), while noting that usability, acceptability and cultural appropriateness impact learning (14)(15)(16).…”

Section: Introductionmentioning

confidence: 99%

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

Mueller

Soriano

Boscor

et al. 2020

Front. Public Health

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Serious games, conveying educational knowledge rather than merely entertainment, are a rapidly expanding research domain for cutting-edge educational technology. Digital interventions like serious games are great opportunities to overcome challenges in low-and-middle-income countries that limit access to health information, such as social barriers like low-literacy and gender. MANTRA: Increasing maternal and child health resilience before, during and after disasters using mobile technology in Nepal takes on these challenges with a novel digital health intervention; a serious mobile game aimed at vulnerable low-literacy female audiences in rural Nepal. The serious game teaches 28 learning objectives of danger signs in geohazards, maternal, and neonatal health to improve knowledge and self-assessment of common conditions and risks to inform healthcare-seeking behavior. Evaluations consisted of recruiting 35 end users to participate in a pre-test assessment, playing the game, post-test assessment, and focus groups to elicit qualitative feedback. Assessments analyzed knowledge gain in two ways; by learning objective with McNemar tests for each learning objective, and by participant scores with paired t-tests of overall scores and by module. Results of assessments of knowledge gain by learning objective (McNemar tests) indicate participants had sufficient prior knowledge to correctly interpret and respond to 26% of pictograms (coded AA), which is a desirable result although without the possibility of improvement through the intervention. The geohazard module had greatest impact as 16% of responses showed knowledge gain (coded BA). The two most successful learning objectives showing statistically significant positive change were evidence of rockfalls and small cracks in the ground (p = < 0.05). Assessment of knowledge gain by participant scores (paired t-tests) showed the 35 participants averaged a 7.7 point improvement (p < 0.001) in the assessment (28 learning objectives). Average change in knowledge of subdivided module scores (each module normalized to 100 points for comparison) was greatest in the geohazard module (9.5 points, p < 0.001), then maternal health (7.4 points, p = 0.0067), and neonatal health (6.0 points, p = 0.013). This evaluation demonstrated that carefully designed digital health interventions with pictograms co-authored by experts and users can teach complex health and geohazard situations. Significant knowledge gain was demonstrated for several learning objectives while those with non-significant or negative change will be re-designed to effectively convey information.

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Section: Introductionmentioning

confidence: 99%

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

Mueller

Soriano

Boscor

et al. 2020

Front. Public Health

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show abstract

“…Taking a closer look at each player's progression through a game allows the researcher a richer picture of the learning process, knowledge retention, and user interactions with the learning objectives and game itself. In support of the ultimate learning and knowledge retention goals of games-based learning, the usability, acceptability and cultural appropriateness of the game also impacts learning (Poong et al, 2016;Shorey et al, 2018;Smith et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

MANTRA game analytics: Effectiveness of educational mobile game on knowledge gain and retention of Female Community Health Volunteers (FCHVs) and women in rural Nepal assessed through game analytics

Mueller,

Stavrianaki,

Boscor

et al. 2024

Preprint

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Background Mobile technology can deliver public health interventions to reach remote populations such as unique mHealth interventions aimed at low-literacy audiences in low resource settings. This research study assessed a mobile phone-based serious game that teaches geohazard, maternal, and neonatal health messages. This study is part of the Maternal and Neonatal Technologies in Rural Areas (MANTRA) project: Increasing maternal and child health resilience before, during, and after disasters using mobile technology in Nepal. Method In this paper, we develop a novel games analytics method assessing the knowledge gain and retention by the participants using the in-app collected session data of ordered player responses to game questions as they play and progress through the game. For each learning objective in each level we compare our observations (the data gathered from the players and coded as described above) and the expected frequencies (the number we would have seen as observed if the null hypothesis is true) with a chi – squared hypothesis test. Finally the test statistic is used to find the p value and compared to p = 0.05. Results Knowledge gain and retention above 25% was calculated for 7 of 30 learning objectives. Results indicate only knowledge gained, so players answering correctly throughout the game are not the focus. In the maternal health module, a p value of < 0.05 was calculated for five learning objectives in level 1 and no significant learning objectives in level 2. The neonatal module level 1 had four learning objectives with significant results, and level 2 had three. The geohazards module showed the lowest significant results of the three modules, with only two significant learning objectives in level 2. Conclusions Analyzing the MANTRA mobile health game data showed several successful learning objectives across the three modules of maternal health, neonatal health, and geohazards. Success implies the learning objectives and game help participants gain and retain knowledge, while other learning objectives can be targeted for redesign.

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The potential of implementing augmented reality into vocational higher education through mobile learning

Radosavljevic¹,

Radosavljevic²,

Grgurović³

2018

Interactive Learning Environments

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Development of mobile learning application to promote world heritage site preservation awareness: Case of Luang Prabang, Lao PDR

Cited by 3 publications

References 10 publications

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

MANTRA game analytics: Effectiveness of educational mobile game on knowledge gain and retention of Female Community Health Volunteers (FCHVs) and women in rural Nepal assessed through game analytics

The potential of implementing augmented reality into vocational higher education through mobile learning

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