Making learning fun: Participatory design of multimedia interactive educational videos for first time hearing aid users by M Brandreth, M Ferguson, J Henderson, M Taylor & H Wharrad
An Investigation Of Gamification Typologies For Enhancing Learner Motivation
Making learning fun: Participatory design of multimedia interactive educational videos for first time hearing aid users
1. Making Learning Fun: Participatory design of
multimedia interactive educational videos for
first time hearing aid users
HEAR-IT STUDY
Mike Taylor, James Henderson & Heather Wharrad
School of Nursing, Midwifery & Physiotherapy
Health E-learning & Media Group
Melanie Ferguson & Marian Brandreth
National Biomedical Unit for Hearing
2. Improving use of hearing aids in new
users
• NIHR Research for Patient Benefit grant
• awarded September 2010 (£235k)
3. Background – about hearing loss
9m people in the UK have a hearing loss
2m people have hearing aids
Non-use of hearing aids: 15-25%
Costs of non-use:
To NHS: Annual (2008) = £25m
To person with hearing loss = communication difficulties
social withdrawal, reduced quality of life
4. Reasons for non-use (%)
Bertoli Goggins Vuorialho
(2009) (2009) (2006)
Background noise 52 - 47
Poor fit and comfort 9 16 28
Difficulties inserting e/m 9 16 14
Acoustic feedback - - 12
Difficulties with batteries - - 17
Difficulties on the phone - 85 70
Misunderstanding of progs - 61 -
5. Study aims
Question:
Do interactive multimedia educational learning
objects (RLOs) provided by audiologists at the
hearing aid fitting result in enhanced benefit and
use for first-time hearing aid users?
Phase 1: Development of interactive RLOs
6. Interactive Multimedia learning – theory/evidence
• RLOs enhance student learning, enjoyment and
engagement (Wharrad & Windle 2010; Lymn et al,
2008; Bath-Hextall et al, 2011)
Students in the elearning environment that
provided interactive video achieved better
learning performance & satisfaction than other
elearning or trad environments (Zhang et al, 2006)
• Increase patient satisfaction and treatment
compliance (Murray et al, 2001)
8. What is an RLO?
media assets instructional design
+ activity
+ assessment
+ links
+ interactivity
Stand alone
Addresses a single learning goal
9. Evaluation
The LOs Introduced new concepts clearly The LOs were well integrated
“ A brilliant way to learn”
S. A. Agree Disagree S. D. S. A. Agree Disagree S. D.
“A fun way to learn lots
The LOs were at the right level Interactivity
of information”
S. A. Agree Disagree S. D. V.I. Important Unimportant V.U.
10. Phase I Development of RLOs
Storyboard
workshops
Spec
Review
Develop
Review
Use &
evaluation
18. Outcome measures
Hearing aid use
Self-efficacy and well-being Patient Activation Measure
(PAM)
Hearing Health Care Intervention Readiness (HHCIR)
Hospital Anxiety and Depression scale (HADS)
Learning Interactive questions from RLO on HAs and
communication
RLO uptake and compliance
20. Use of RLO
72% watched the RLOs more than
once, and 40% for 3+ times.
21. Conclusion
Participatory design/community involvement process
translated well from an educational to healthcare
setting
Challenge in creating engaging activities (pedagogy)
in a DVD format
Early analysis suggests DVD is valued (reuse), easy to
use and may reduce anxiety
Notas del editor
Comment briefly on other aspects of this project but for this talk focus on participatory approach we have adopted
Importance of CoP and wider stakeholder groups, ownershipm- participatory research- educational context
The Sonet-Helm team over a number of years has established a national and international reputation for developing creative and engaging e-learning content. Most of the interactive RLOs developed by the team have primarily been designed to work on desk-top computers, but this project demanded that any content developed would work equally as well when viewed on TV’s. This presented a considerable challenge to the project development team – (Mike Taylor & James Henderson), because currently most T.V’s only allow for basic interactivity via the remote control. We also understood early on that many older service users would struggle to navigate any T.V. interface via a remote, so we would have to develop an auto-run DVD along with an interactive version.Our aim was to make the content as engaging as possible despite the interactive restrictions imposed when developing a T.V. video project. We employed animation, audio and visual effects to help bring the project to life. (Show various clips), We also pushed the interactive capabilities available to the limit by developing a set of Multiple choice questions that the service user can attempt to answer after viewing each video. (Show MCQ’s).