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.
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DOI：
10.3389/fpubh.2020.584375
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发表时间：
2020
影响因子：
5.2
通讯作者：
Kostkova P
中科院分区：
文献类型：
--
作者：
Mueller S;Soriano D;Boscor A;Saville NM;Arjyal A;Baral S;Fordham M;Hearn G;Kayastha R;Kostkova P
严肃游戏不仅传达教育知识，而不仅仅是娱乐，是尖端教育技术快速扩展的研究领域。严肃游戏等数字干预措施是克服低收入和中等收入国家面临的挑战的绝佳机会，这些国家限制了健康信息的获取，例如识字率低和性别等社会障碍。 MANTRA：在尼泊尔，利用移动技术提高灾前、灾中和灾后孕产妇和儿童健康的复原力，通过新颖的数字健康干预措施应对这些挑战；一款针对尼泊尔农村地区弱势、文化水平较低的女性受众的严肃手机游戏。这款严肃的游戏教授 28 个关于地质灾害、孕产妇和新生儿健康危险信号的学习目标，以提高对常见状况和风险的了解和自我评估，从而为就医行为提供信息。评估包括招募 35 名最终用户参与测试前评估、玩游戏、测试后评估以及焦点小组以获得定性反馈。评估以两种方式分析知识获取；通过对每个学习目标进行 McNemar 测试的学习目标，以及通过总体分数和模块的配对 t 检验的参与者分数。通过学习目标评估知识获取的结果（麦克尼马尔测试）表明参与者有足够的先验知识来正确解释和响应 26% 的象形图（编码 AA），这是一个理想的结果，尽管不可能通过干预进行改进。地质灾害模块的影响最大，16% 的回复显示获得了知识（编码为 BA）。两个最成功的学习目标显示出统计上显着的积极变化，即落石和地面小裂缝的证据 (p = < 0.05)。通过参与者分数（配对 t 检验）对知识获取的评估显示，35 名参与者在评估（28 个学习目标）中平均提高了 7.7 分 (p < 0.001)。细分模块知识得分的平均变化（每个模块归一化为 100 分进行比较）在地质灾害模块中最大（9.5 分，p < 0.001），然后是孕产妇健康（7.4 分，p = 0.0067）和新生儿健康（6.0 分，p = 0.013）。这项评估表明，精心设计的数字健康干预措施以及由专家和用户共同创作的象形图可以教授复杂的健康和地质灾害情况。多个学习目标获得了显着的知识增益，而那些没有显着或负面变化的学习目标将被重新设计，以有效地传达信息。
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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影响因子：
2.6
作者：
Style S;Beard BJ;Harris-Fry H;Sengupta A;Jha S;Shrestha BP;Rai A;Paudel V;Thondoo M;Pulkki-Brannstrom AM;Skordis-Worrall J;Manandhar DS;Costello A;Saville NM
通讯作者：
Saville NM
影响因子：
7.4
作者：
Shorey S;Yang YY;Dennis CL
通讯作者：
Dennis CL
影响因子：
2.5
作者：
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通讯作者：
Costello, A.
影响因子：
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作者：
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通讯作者：
Oprins, Esther
影响因子：
168.9
作者：
Manandhar, DS;Osrin, D;Costello, AMD
通讯作者：
Costello, AMD