ABSTRACT
Objective: Determine the effectiveness of a cognitive behavioral game design (CBGD) based mobile game as an alcohol use intervention. Materials and Methods: Experimental design with 140 participants randomly assigned to either play a mobile game (n = 69) or watch a video documentary (n = 71). Results: Both groups displayed a decrease in intent to use and an increase in knowledge. The video intervention was superior in affecting actual use. Conclusion: Mobile game affects intent to use and is superior to the video in affecting knowledge.
Subject(s)
Behavior Therapy/standards , Cognition , Underage Drinking/prevention & control , Video Games/standards , Videotape Recording/standards , Adolescent , Analysis of Variance , Behavior Therapy/methods , Behavior Therapy/statistics & numerical data , Female , Humans , Male , Mobile Applications/standards , Mobile Applications/statistics & numerical data , Underage Drinking/psychology , Underage Drinking/statistics & numerical data , Video Games/statistics & numerical data , Videotape Recording/methods , Videotape Recording/statistics & numerical dataABSTRACT
Augmented reality (AR) has the potential to create compelling learning experiences. However, there are few research works exploring the design and evaluation of AR for educational settings. In our research, we treat AR as a type of multimedia that is situated in authentic environments and apply multimedia learning theory as a framework for developing our educational applications. We share our experiences in developing a handheld AR system and one specific use case, namely, situated vocabulary learning. Results of our evaluations show that we are able to create AR applications with good system usability. More importantly, our preliminary evaluations show that AR may lead to better retention of words and improve student attention and satisfaction.
