140 - Usability and acceptability testing of minigames for teaching the cardiovascular system to university students

Poster Board Number: 140
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Ian Sullivan - Northern Illinois University; Lucas Edwards - Northern Illinois University; Dean LaBarbera - Northern Illinois University; Reva Freedman, Phd - Associate Professor, Computer Science, Northern Illinois University

Abstract Body :The Cardiovascular and Respiratory Anatomy Map (CRAM) consists of a suite of games that teach university students about the human cardiovascular system through the use of minigames that they play on their own devices. Each minigame is a focused game that students play just long enough to learn a single concept. The games have been designed to teach via visual images and active student involvement rather than by words. Students receive points for each correct action in a given time period. Our goal is to help students learn this essential but difficult material via fun, low‑stress methods.In this poster we display the results of usability and acceptability testing for this suite of games for a variety of populations. With regard to usability, we ask students whether they were able to complete each game successfully. As background, in addition to demographic information, we ask students if they are regular gamers, as our experience is that many college students, both male and female, are familiar with the basics of game mechanics. Since well‑designed games should be playable with very little textual instruction, we ask students whether they had enough information to follow the game flow. With regard to acceptability, the key questions are whether students would choose this method of instruction for themselves and whether they found it worthwhile. We also ask them whether they prefer the timed or untimed version of the games.Game Heart‑1 teaches students that oxygenated and deoxygenated blood flow patterns in the pulmonary circuit differ from the systemic circuit, which of the vessels connecting the heart and lungs contain oxygenated and deoxygenated blood, and the direction of blood flow. In game Heart‑2, students learn the names of these arteries and veins. These games teach students the core physiology that animates the body before they are required to learn the names of the vessels.Reversing the order for the lungs, Lung‑1 teaches students about the pulmonary system, including primary, secondary and tertiary bronchi and the alveoli, lobes and trachea. Lung‑2 teaches physiology, instructing students how the lungs take in oxygen and eliminate carbon dioxide from the body by having them trace red blood cells through the trachea into the lungs and then to the pulmonary veins. They also implicitly learn about related anatomy, especially the role of the diaphragm.Finally, game CV‑1 puts it all together with a realistic game. When students arrive at this game, they have learned enough that we can use a game that students play for fun rather than just for educational purposes. An avatar representing the student uses realistic amounts of oxygen and energy to achieve a goal while avoiding his or her enemies. Students choose an avatar that suits them with respect to gender and level of fitness.