Helping Me Helping You: Designing to Influence Health Behaviour through Social Connections

Fels, Sidney; McGrenere, Joanna; Nance, Kara

doi:10.1007/978-3-642-40477-1_49

Cited by 6 publications

(4 citation statements)

References 37 publications

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“…(2006) conclude that “people are attracted to video games because they experience autonomy, competence, and relatedness while playing”(p. 2). In light of this, other studies use the flow theory (Kankanhalli et al., 2012; Korn, 2012), developed by Csikszentmihalyi (1990), and self-efficacy theory (Kamal et al., 2013; Sjoklint et al., 2013; Vassileva, 2012) by Bandura (1977) to predict learner behaviors and outcomes. In gamification, flow theory posits a certain level of challenge.…”

Section: Gamification Research: Conceptual Approachesmentioning

confidence: 99%

“…On the other hand, the self-efficacy theory looks at the players’ perception of the games in terms of completion and winning (i.e., personal belief and ability to succeed necessitate their intentions to play). Other evident theories applied to gamification and education include the theory of planned behavior (Hamari & Koivisto, 2013; Vassileva, 2012), the theory of gamified learning (Ofosu-Ampong & Boateng, 2018), and uses and gratification theory (Kamal et al., 2013; Kankanhalli et al., 2012). Notwithstanding the various theories applied to gamification, the review identified a gap (disconnect) between theories and practice.…”

Section: Gamification Research: Conceptual Approachesmentioning

confidence: 99%

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The Shift to Gamification in Education: A Review on Dominant Issues

Ofosu-Ampong

2020

Journal of Educational Technology Systems

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This article examines gamification literature on education since 2011. Using highlighted themes from Kirriemuir and McFarlane’s review on games and education as a starting point, the study identified 32 published papers. Furthermore, the study evaluated and identified previous conceptual and methodological approaches for evaluating gamification in education research. Using the identifying themes, the study discusses the development and use of gamification in education (Theme I), the application of gamification in education (Theme II), and the impact of gamification in education (Theme III) and propose that there is increased gamification and game elements research activities bridging the idea of gamified information systems in education and offering interesting opportunities for future research. The study concludes with future research directions for gamification in education.

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Section: Gamification Research: Conceptual Approachesmentioning

confidence: 99%

Section: Gamification Research: Conceptual Approachesmentioning

confidence: 99%

The Shift to Gamification in Education: A Review on Dominant Issues

Ofosu-Ampong

2020

Journal of Educational Technology Systems

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“…Some video game interventions designed for children with T1DM 9 , 25 - 26 and health in general 27 are described in the literature. Theories as The Elaboration Likelihood, Social Cognitive Theory (SCT), Self-Determination Theory (SDT), Behavioral Inoculation, and Transportation Theory are examples of health behavioral theories considered in studies that structured frameworks designed to prevent type 2 diabetes mellitus (T2DM) 23 , 15 and to influence changes in diet and physical activity 22 , 28 - 29 . The Theory of Planned Behavior guides a framework designed to increase adherence to treatment in T1DM patients 26 .…”

Section: Introductionmentioning

confidence: 99%

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

Sparapani

Fels²,

Nascimento

2019

Rev. Latino-Am. Enfermagem

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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.

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“…There are unclear presentations about how theoretical techniques might be applied to address studies' goals or how health behavior change determinants can be effectively included to promote behavior changes. 21,[26][27][28][29][30] The Social Cognitive Theory (SCT) 31 and Self-Determination Theory (SDT) 32 were selected to guide the theoretical framework of the video game. According to SCT, the behavior change is made from an individual sense of control regulated by forethought.…”

Section: Theorymentioning

confidence: 99%

A Video Game for Brazilian T1D Children about Knowledge of Disease and Self-care: A Methodological Study

Sparapani

Fels²,

Banca

et al. 2021

J Diabetes Sci Technol

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Background: Video games are interactive technologies able to support children in health promotion, behavior changes, and chronic disease self-management. The use of health behavior change determinants in video game design can increase its effectiveness. This study describes the process of designing a video game for Brazilian children with T1D clarifying the use of health behavior change determinants that may influence self-management behaviors. Methods: This was a methodological study based on health behavior change theories and the user-centered design approach. The results of a qualitative study conducted with children aged 7 to 12 years identified learning needs about knowledge on diabetes and self-care tasks which contribute to inappropriate behaviors. A Behavioral Diagnosis presented health behavior change determinants, capable of influencing children’s learning needs and behaviors, that were considered to design The Heroes of Diabetes—the power of knowledge. Results: The results presented the process of designing 4 mini games with its description and theory foundation to reach children’s lack of understanding about T1D, insulin’s role, SMBG requirements, food groups and physical activity’s role in glycemic control. Knowledge, goal settings, extrinsic and intrinsic motivation determinants were related with video games design features. Conclusions: The findings support the use of health behavior change determinants into video game design as a guide to achieve children learning needs and that might influence self-management behaviors.

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Helping Me Helping You: Designing to Influence Health Behaviour through Social Connections

Cited by 6 publications

References 37 publications

The Shift to Gamification in Education: A Review on Dominant Issues

The Shift to Gamification in Education: A Review on Dominant Issues

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

A Video Game for Brazilian T1D Children about Knowledge of Disease and Self-care: A Methodological Study

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