Corepal Rekesh, Best Paul, O'Neill Roisin, Tully Mark A, Edwards Mark, Jago Russell, Miller Sarah J, Kee Frank, Hunter Ruth F
UKCRC Centre of Excellence for Public Health/Centre for Public Health, Queen's University Belfast, Belfast, UK.
Centre for Evidence and Social Innovation, School of Social Sciences, Education and Social Work, Queen's University Belfast, Belfast, UK.
BMJ Open. 2018 Apr 20;8(4):e019663. doi: 10.1136/bmjopen-2017-019663.
To explore the temporal changes of adolescents' views and experiences of participating in a gamified intervention to encourage physical activity behaviour and associated processes of behaviour change.
A qualitative longitudinal design was adopted whereby focus groups were conducted with the same participants in each intervention school (n=3) at four time-points (baseline, end of each of two intervention phases and 1-year follow-up). The framework method was used to thematically analyse the data.
Secondary schools (n=3), Belfast (Northern Ireland).
A subsample (n=19 at four time-points) of individuals aged 12-14 years who participated in the StepSmart Challenge, a gamified intervention involving a pedometer competition and material rewards to encourage physical activity behaviour change.
Three core themes were identified: (1) competition; (2) incentives and (3) influence of friends. Participants indicated that a pedometer competition may help initiate physical activity but suggested that there were a number of barriers such as participants finding it '', and feeling as though they had a remote chance of ''. 'Incentives' were viewed favourably, although there were participants who found not winning a prize ''. Friends were a motivator to be more physically active, particularly for girls who felt encouraged to walk more when with a friend.
The intervention in general and specific gamified elements were generally viewed positively and deemed acceptable. Results suggest that gamification may have an important role to play in encouraging adolescents to engage in physical activity and in creating interventions that are fun and enjoyable. The longitudinal approach added additional depth to the analysis as themes were refined and tested with participants over time. The findings also suggest that gamified Behaviour Change Techniques align well with core concepts of Self-determination Theory and that various game elements may require tailoring for specific populations, for example, different genders.
NCT02455986; Pre-results.
探讨青少年对参与一项鼓励身体活动行为的游戏化干预及其相关行为改变过程的看法和体验随时间的变化。
采用定性纵向设计，在每所干预学校（共3所）对相同的参与者在四个时间点（基线、两个干预阶段结束时以及1年随访）进行焦点小组访谈。采用框架法对数据进行主题分析。
贝尔法斯特（北爱尔兰）的三所中学。
参与“步步为赢挑战”的12至14岁个体的一个子样本（四个时间点各19人），这是一项游戏化干预，包括计步器竞赛和物质奖励，以鼓励身体活动行为改变。
确定了三个核心主题：（1）竞争；（2）激励措施；（3）朋友的影响。参与者表示计步器竞赛可能有助于启动身体活动，但指出存在一些障碍，如参与者觉得它“ ”，以及感觉自己“ ”的机会渺茫。“激励措施”受到好评，不过有参与者觉得没获奖“ ”。朋友是增加身体活动的一个动力，对女孩尤其如此，她们觉得和朋友在一起时更受鼓励多走路。
总体干预措施和特定的游戏化元素总体上得到积极评价且被认为是可接受的。结果表明，游戏化在鼓励青少年参与身体活动以及创建有趣且令人愉快的干预措施方面可能发挥重要作用。纵向研究方法为分析增加了额外深度，因为随着时间推移，主题得到了参与者的完善和检验。研究结果还表明，游戏化行为改变技术与自我决定理论的核心概念契合良好，并且各种游戏元素可能需要针对特定人群进行调整，例如不同性别。
NCT02455986；预结果。
