SVILUPPO E USABILITÀ DI UNA APP GAMIFICATA PER AIUTARE I BAMBINI A GESTIRE LO STRESS: UNO STUDIO DI VALUTAZIONE
Barra laterale dell'articolo
Pubblicato:
Jul 1, 2019
Parole chiave:
Gestione dello Stress, Prevenzione, Bambini, Storytelling Interattivo, Applicazione Mobile Gamificata (App), Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
I bambini hanno generalmente difficoltà a gestire lo stress. Di conseguenza, lo stress può aggravarsi fino a determinare una risposta di ansia. L'apprendimento informale, interventi di prevenzione dello stress facilmente accessibili sui dispositivi mobili, potrebbero essere un buon modo per i bambini di imparare a gestire lo stress, prima che raggiunga i livelli di ansia. Attualmente è disponibile un numero esiguo di applicazioni per la gestione dello stress rivolte ai bambini e nessuna di queste combina tecniche di gamification con la teoria del cambiamento dei comportamenti. Questo studio descrive la progettazione e lo sviluppo di un'app gamificata per dispositivi mobili, basata su storytelling interattivo, atta ad insegnare ai bambini piccoli come gestire lo stress attraverso esercizi di rilassamento. L'usabilità dell'app è stata valutata utilizzando learning analytics e la scala di usabilità SUS. La app gamificata denominata “Kids’ Stress Relief” ha ottenuto un punteggio di usabilità soddisfacente (73,55) ed è stata ben accolta da un campione di 71 bambini (5-12 anni). Si ritiene che avrebbe il potenziale di supportare i bambini nell'imparare a eseguire tecniche di riduzione dello stress come applicazione stand-alone. In questo contributo vengono descritte inoltre le possibili implicazioni didattiche e di progettazione, di interesse per gli sviluppatori di app che si basino sulla psicologia.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Serrano-Laguna, Á., Martínez-Ortiz, I., Haag, J., Regan, D., Johnson, A., & Fernández-Manjón, B. (2017). Applying standards to systematize learning analytics in serious games. Computer Standards & Interfaces, 50, 116-123. doi: 10.1016/j.csi.2016.09.014
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Anderson, P., Jacobs, C., & Rothbaum, B. O. (2004). Computer‐supported cognitive behavioral treatment of anxiety disorders. Journal of Clinical Psychology, 60(3), 253-267. doi: 10.1002/jclp.10262
Bangor, A., Kortum, P. T., & Miller, J. T. (2008). An empirical evaluation of the system usability scale. International Journal of Human–Computer Interaction, 24(6), 574-594. doi:10.1080/10447310802205776
Beesdo, K., Knappe, S., & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32(3), 483-524. doi: 10.1016/j.psc.2009.06.002
Brooke, J. (1996). SUS-A quick and dirty usability scale. In P.W. Jordan, B. Thomas, B.A. Weerdmeester, & I.L. Mcclelland (Eds.), Usability evaluation in industry (pp. 189-194). London, UK: Taylor & Francis.
Cavazza, M., & Charles, F. (2017). User interaction for interactive storytelling. In R. Nakatsu, M. Rauterberg, P. Ciancarini (Eds.), Handbook of Digital Games and Entertainment Technologies (pp. 415-428). Singapore: Springer. doi: 10.1007/978-981-4560-50-4_57
Dennis, T. A., & O’Toole, L. J. (2014). Mental health on the go: Effects of a gamified attention-bias modification mobile application in trait-anxious adults. Clinical Psychological Science, 2(5), 576-590. doi: 10.1177/2167702614522228
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning Future Media Environments (pp. 9-15). ACM. doi: 10.1145/2181037.2181040
Dillon, A., Kelly, M., Robertson, I. H., & Robertson, D. A. (2016). Smartphone applications utilizing biofeedback can aid stress reduction. Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00832
Freire, M., Serrano-Laguna, Á., Iglesias, B. M., Martínez-Ortiz, I., Moreno-Ger, P., & Fernández-Manjón, B. (2016). Game learning analytics: Learning analytics for serious games. Learning, Design, and Technology, 1-29. doi: 10.1007/978-3-319-17727-4_21-1
Hoffmann, A., Christmann, C. A., & Bleser, G. (2017). Gamification in stress management apps: A critical app review. JMIR Serious Games, 5(2), 13. doi: 10.2196/games.7216
Hollis, C., Falconer, C. J., Martin, J. L., Whittington, C., Stockton, S., Glazebrook, C., & Davies, E. B. (2017). Annual Research Review: Digital health interventions for children and young people with mental health problems–a systematic and meta‐review. Journal of Child Psychology and Psychiatry, 58(4), 474-503. doi: 10.1111/jcpp.12663
Ly, K. H., Asplund, K., & Andersson, G. (2014). Stress management for middle managers via an acceptance and commitment-based smartphone application: A randomized controlled trial. Internet Interventions, 1(3), 95-101. doi: 10.1016/j.invent.2014.06.003
Malboeuf-Hurtubise, C., Lacourse, E., Herba, C., Taylor, G., & Amor, L. B. (2017). Mindfulness-based intervention in elementary school students with anxiety and depression: a series of n-of-1 trials on effects and feasibility. Journal of Evidence-based Complementary & Alternative Medicine, 22(4), 856-869. doi: 10.1177/2156587217726682
Manicavasagar, V., Horswood, D., Burckhardt, R., Lum, A., Hadzi-Pavlovic, D., & Parker, G. (2014). Feasibility and effectiveness of a web-based positive psychology program for youth mental health: randomized controlled trial. Journal of Medical Internet Research, 16(6). doi: 10.2196/jmir.3176
Marusak, H. A., Thomason, M. E., Elrahal, F., Peters, C. A., Kundu, P., Lombardo, M. V., ... & Rabinak, C. A. (2017). Mindfulness and dynamic functional neural connectivity in children and adolescents. Behavioural Brain Research, 336, 211-218. doi: 10.1016/j.bbr.2017.09.010
McCoy, L., Lewis, J. H., & Dalton, D. (2016). Gamification and multimedia for medical education: A landscape review. Journal of the American Osteopathic Association, 116(1), 22-34. doi: 10.7556/jaoa.2016.003
Merikangas, K. R., Nakamura, E. F., & Kessler, R. C. (2009). Epidemiology of mental disorders in children and adolescents. Dialogues in Clinical Neuroscience, 11(1), 7-20.
Mohr, D. C., Schueller, S. M., Montague, E., Burns, M. N., & Rashidi, P. (2014). The behavioral intervention technology model: an integrated conceptual and technological framework for eHealth and mHealth interventions. Journal of Medical Internet Research, 16(6). doi: 10.2196/jmir.3077
Morgan, A. J., Rapee, R. M., & Bayer, J. K. (2016). Prevention and early intervention of anxiety problems in young children: a pilot evaluation of Cool Little Kids Online. Internet Interventions, 4, 105-112. doi: 10.1016/j.invent.2016.05.001
Morgan, A. J., Rapee, R. M., Salim, A., Goharpey, N., Tamir, E., McLellan, L. F., & Bayer, J. K. (2017). Internet-delivered parenting program for prevention and early intervention of anxiety problems in young children: Randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 56(5), 417-425. doi: 10.1016/j.jaac.2017.02.010
Nicolaidou, I., Tozzi, F., Kindynis, P., Panagiotou, M., & Antoniades, A. (2017). An interactive storytelling game for mobile devices for children’s stress management. In 11th European Conference on Games Based Learning (ECGBL) (pp. 967-971). Sonning Common , UK: Academic Conferences International Limited.
Pham, Q., Khatib, Y., Stansfeld, S., Fox, S., & Green, T. (2016). Feasibility and efficacy of an mHealth game for managing anxiety: “Flowy” randomized controlled pilot trial and design evaluation. Games for Health Journal, 5(1), 50-67. doi: 10.1089/g4h.2015.0033
Pramana, G., Parmanto, B., Kendall, P. C., & Silk, J. S. (2014). The SmartCAT: an m-health platform for ecological momentary intervention in child anxiety treatment. Telemedicine and e-Health, 20(5), 419-427. doi: 10.1089/tmj.2013.0214
Proudfoot, J., Clarke, J., Birch, M. R., Whitton, A. E., Parker, G., Manicavasagar, V., ... & Hadzi-Pavlovic, D. (2013). Impact of a mobile phone and web program on symptom and functional outcomes for people with mild-to-moderate depression, anxiety and stress: a randomised controlled trial. BMC Psychiatry, 13(1), 312. doi: 10.1186/1471-244X-13-312
Racic, M., Todorovic, R., Ivkovic, N., Masic, S., Joksimovic, B., & Kulic, M. (2017). Self-perceived stress in relation to anxiety, depression and health-related quality of life among health professions students: A cross-sectional study from Bosnia and Herzegovina. Slovenian Journal of Public Health, 56(4), 251-259. doi: 10.1515/sjph-2017-0034
Sauro, J. (2011, August 11). SUStisfied? Little-Known System Usability Scale Facts. User Experience Magazine, 10(3). Retrieved from http://uxpamagazine.org/sustified/
Schoneveld, E. A., Malmberg, M., Lichtwarck-Aschoff, A., Verheijen, G. P., Engels, R. C., & Granic, I. (2016). A neurofeedback video game (MindLight) to prevent anxiety in children: A randomized controlled trial. Computers in Human Behavior, 63, 321-333. doi: 10.1016/j.chb.2016.05.005
Serrano-Laguna, Á., Martínez-Ortiz, I., Haag, J., Regan, D., Johnson, A., & Fernández-Manjón, B. (2017). Applying standards to systematize learning analytics in serious games. Computer Standards & Interfaces, 50, 116-123. doi: 10.1016/j.csi.2016.09.014
Stiles-Shields, C., Ho, J., & Mohr, D. C. (2016). A review of design characteristics of cognitive behavioral therapy-informed behavioral intervention technologies for youth with depression and anxiety. Digital Health, 2, 1-13. doi: 10.1177/2055207616675706
Tozzi, F., Nicolaidou, I., Galani, A., Antoniades, A. (2018). eHealth Interventions for Anxiety Management Targeting Young Children and Adolescents: Exploratory Review. Journal of Medical Internet Research, Journal of Pediatrics and Parenting, 1(1), 1-15. doi: 10.2196/pediatrics.7248
Van Singer, M., Chatton, A., & Khazaal, Y. (2015). Quality of smartphone apps related to panic disorder. Frontiers in Psychiatry, 6. doi: 10.3389/fpsyt.2015.00096