ABSTRACT
This article highlights several game design choices made during the creation of a browser-based game on mitigation strategies for Covid-19. Additionally, it presents a within group comparison of learning gains and self-reported behavioral changes after playing the game. Results show that the short COVIDCampus game has the potential to change college-age players' Covid-19 related mitigation behaviors and it significantly increased players' confidence in asking important health-related questions (Cohen's d=.27). Some implications are discussed. © 2021 Immersive Learning Research Network.
ABSTRACT
We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were analyzed. Results revealed a significant increase in confidence in asking safety-related questions. Post-play, a significant majority of players listed new actions they would take to increase their safety;players were more agentic in their choices. This game allowed players to go back and replay with different choices, but only 7% chose to replay. Short, interactive desktop games may be an effective method for disseminating information about how to stay safer during a pandemic. The game appeared to positively change most players' health behaviors related to mitigation of an infectious disease. Designers of interactive health games should strive to create multi-disciplinary teams, include constructs that allow players to agentically make decisions, and to compare outcomes over time.