Using Interactive Digital Media to Teach Cardiopulmonary Resuscitation to High School Students

摘要 在美国，每年有超过35万人在医院外心脏骤停，但只有10.8%的人 生存旁观者心肺复苏术（CPR）可以提高生存率，但 美国很低最近，美国39个州的法律要求高中生学习心肺复苏术。 然而，目前的心肺复苏术教学方法使用过时的教学策略， 装置.先前的数据表明，只有12%的学生能够进行高质量的CPR 6 在标准训练后的几个月。这个项目的目的是创造一个互动的视频游戏 在课堂上教授心肺复苏术。在第一阶段，我们制作了一部互动数字电影， 心脏骤停，一个原型“心肺复苏术春天”，以取代传统的心肺复苏术人体模型，并计划 设备和电影之间的互动。初步数据显示， （没有配对的CPR Spring）在高中时将CPR技能的获得和保留提高了50% 学生，与标准的课堂培训相比。CPR Spring设备具有更多 与竞争器械相比，更接近模拟真实的人体胸部。CPR Spring + Interactive 电影在课堂环境中是可行的，吸引学生，便于教师使用。 在第二阶段，我们将在第一阶段成功的基础上， 互动心肺复苏视频游戏体验。这一经验将包括一个新的互动心肺复苏术电影 以女性受害者为主角，解决旁观者心肺复苏术中的性别差异。这部电影将与 CPR Spring的改进版本，通过移动的与薄膜进行无线通信 通过本地Wi-Fi网络连接基于设备的应用程序和学校计算机，提供实时CPR质量 在电影播放的同时，为每个春天提供反馈。互动CPR视频游戏 经验将通过以下方式改进当前的培训方法：1）通过 逼真的心脏骤停电影镜头; 2）多感官，参与触觉，听觉，视觉， 心理学技能; 3）现实，心肺复苏术弹簧的触觉和现实的电影; 4）更多 交互式，通过回答基于团队的问题和接收实时CPR质量反馈; 5)经济实惠，实用，因为它不需要教练;和6）现代，模仿视频 的游戏体验.我们将把我们的视频游戏方法与学校的标准心肺复苏术训练进行比较， 报告结果，包括纵向CPR技能保留，参与和情绪反应。 我们的目标是开发一个商业化的产品，是1/10的成本和1/5的大小， 目前的心肺复苏术人体模型，不需要教练，从而提供了一个低成本，低姿态，更 有效的CPR课程。该产品有可能成为培训的主要方法 北美的心肺复苏术，这可能会在心脏骤停后挽救更多的生命。

Abstract Out-of-hospital cardiac arrest affects over 350,000 people in the U.S. annually, but only 10.8% survive. Bystander cardiopulmonary resuscitation (CPR) improves survival, but rates of training in the U.S. are low. It is recently required by law in 39 U.S. states that high school students learn CPR. However, current methods of teaching CPR use outdated pedagogical strategies and expensive devices. Previous data indicates that only 12% of students are able to perform high-quality CPR 6 months following standard training. The purpose of this project is to create an interactive video game experience to teach CPR in classrooms. In phase I, we created an interactive digital film depicting a dramatic cardiac arrest, a prototype “CPR Spring” to replace traditional CPR manikins, and a plan for interactivity between the device and the film. Preliminary data showed that the interactive video alone (without the paired CPR Spring) improved CPR skill acquisition and retention by 50% in high school students, compared to standard classroom training. The CPR Spring device has properties that more closely mimic a real human chest than competitor devices. The combined CPR Spring + Interactive Film was feasible in a classroom setting, engaging to students, and easy to use for teachers. In phase II of this grant, we will build upon the success of phase I to create a commercially-ready interactive CPR video game experience. This experience will include a new interactive CPR film featuring a female victim, addressing gender disparities in bystander CPR. This film will interact with an improved version of the CPR Spring, which communicates wirelessly with the film through mobile device-based app and school computer via the local Wi-Fi network, providing real-time CPR quality feedback for each Spring simultaneously while the film is playing. The interactive CPR video game experience will improve upon current methods of training, by being: 1) Emotionally Engaging via realistic cardiac arrest film footage; 2) Multi-sensory, engaging tactile, auditory, visual, and psychomotor skills; 3) Realistic, both the tactile feel of the CPR Spring AND the realistic film; 4) More interactive, through answering team-based questions and receiving real-time CPR quality feedback; 5) Affordable and practical, as it does not require an instructor; and 6) Modern, mimicking a video game experience. We will compare our video game method to standard CPR training in schools, reporting outcomes including longitudinal CPR skill retention, engagement, and emotional response. Our goal is to develop a commercially-ready product that is 1/10th the cost and 1/5th the size of current CPR manikins and requires no instructor, thereby offering a low-cost, low-profile, more effective CPR course. This product has the potential to become the predominant method for training CPR in North America, which could lead to more saved lives after cardiac arrest.