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

摘要 在美国，每年有超过35万人受到院外心脏骤停的影响，但只有10.8% 活下去。旁观者心肺复苏(CPR)可提高存活率，但 美国则处于低位。最近，美国39个州的法律要求高中生学习CPR。 然而，目前的心肺复苏术教学方法使用过时的教学策略和昂贵的 设备。之前的数据表明，只有12%的学生能够进行高质量的CPR 在标准训练之后的几个月。这个项目的目的是创建一个互动的视频游戏 在课堂上教授心肺复苏术的经验。在第一阶段，我们制作了一部互动数字电影，描绘了 戏剧性的心脏骤停，一个取代传统CPR人体模型的原型“CPR Spring”，以及一个 设备和胶片之间的互动性。初步数据显示，仅互动视频 (没有配对的CPR Spring)高中时CPR技能的获得和保持能力提高了50% 学生，与标准的课堂培训相比。CPR Spring设备具有更多的属性 与竞争对手的设备相比，它更接近真实的人类胸部。组合的CPR Spring+Interactive 电影在课堂上是可行的，对学生有吸引力，对教师来说也很容易使用。 在这笔赠款的第二阶段，我们将在第一阶段的成功基础上，创造一种可投入商业使用的 互动CPR视频游戏体验。这一体验将包括一部新的互动CPR电影 以一名女性受害者为特色，解决旁观者心肺复苏中的性别差异。这部电影将与 改进版的CPR Spring，可以通过移动设备与电影进行无线通信 基于设备的应用程序和通过本地Wi-Fi网络的学校计算机，提供实时CPR质量 在播放影片时，同时对每个弹簧进行反馈。互动的CPR电子游戏 体验将改进目前的培训方法，通过以下方式：1)通过 逼真的心脏骤停电影镜头；2)多感官、引人入胜的触觉、听觉、视觉和 精神运动技能；3)真实感，包括CPR Spring的触觉和现实主义电影；4)更多 交互式，通过回答基于团队的问题并接收实时CPR质量反馈； 5)实惠和实用，因为它不需要教练；6)现代，模仿视频 游戏体验。我们将把我们的视频游戏方法与学校的标准CPR培训进行比较， 报告结果，包括纵向CPR技能保留、参与度和情绪反应。 我们的目标是开发一种商业上可用的产品，其成本是 目前的CPR人体模型，不需要教练，从而提供了低成本，低调，更多 有效的心肺复苏课程。该产品有可能成为培训的主要方法。 心肺复苏术在北美的应用，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 However, current methods of teaching CPR use outdated pedagogical strategies and expensive devices.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.