Details

Autor(en) / Beteiligte

• Kao, Dominic
• Joshi, Amogh
• Mousas, Christos
• Peddireddy, Abhigna
• Kramadhati Gopi, Arjun
• Li, Jianyao
• Springer, John
• McGowan, Bethany S.
• Reed, Jason B.
• Harteveld, Casper
• Pirker, Johanna
• Fowler, Allan
• Canossa, Alesandro Alessandro
• Arya, Ali Ali

Titel

Fighting COVID-19 at Purdue University: Design and Evaluation of a Game for Teaching COVID-19 Hygienic Best Practices

Ist Teil von

• Proceedings of the 16th International Conference on the Foundations of Digital Games, 2021, p.1-23

Ort / Verlag

New York, NY, USA: ACM

Erscheinungsjahr

2021

Quelle

ACM Digital Library

Beschreibungen/Notizen

• COVID-19 has upended lives everywhere, causing millions of deaths and tens of millions of infections worldwide. Nevertheless, for many people, staying in permanent isolation is neither desirable nor possible. To mitigate the spread of the disease, we iteratively developed a game that teaches hygienic best practices for preventing COVID-19. We consulted professional game designers, health experts, and educational technology designers. We then compared the effectiveness of the game to an equivalent video in two longitudinal experiments during the pandemic: 1) an experiment in a programming lab (N=11), and 2) an online-only experiment (N=475). In Experiment #1, we observe that participants in the game condition had higher intrinsic motivation, and a more sustained rise in hygienic self-efficacy, compared to participants in the video condition. Both conditions saw a rise in COVID-19 knowledge and positive hygienic attitude. Both conditions were relatively unchanged in COVID-19 anxiety and hygienic behavior. In Experiment #2, participants in the game condition experienced greater intrinsic motivation than participants in the video condition. Both conditions saw a sustained rise in COVID-19 hygienic self-efficacy, positive hygienic attitudes, and knowledge. Neither condition saw an effect on COVID-19 anxiety. Our work demonstrates that game-based learning can be an effective approach for teaching COVID-19 hygienic knowledge, for improving COVID-19 hygienic self-efficacy, and for fostering COVID-19 hygienic positive attitudes, and is more intrinsically motivating than video-based learning.