Adaptive Gamification Improves Older Adults' Fitness
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This document summarizes Dennis Kappen's PhD thesis on using gamification to motivate physical activity in older adults. The research included several phases: interviews and focus groups to understand older adult motivations; a survey study comparing exercise motivations across age groups; design and testing of a gamified physical activity app called Spirit50; and an experimental study comparing the app to a non-gamified version. Key contributions included a framework for exercise motivation technology, guidelines for adaptive gamification engagement of older adults, and a model for analyzing gamification design from player and designer perspectives. The research found gamification improved intrinsic motivation and perceptions of competence, autonomy, and relatedness for exercise in older adults compared to non-gamified approaches.
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Adaptive Gamification Improves Older Adults' Fitness
- 1. Adaptive Engagement of Older Adults’ Fitness through Gamification Human-Centric Gamification Dennis L. Kappen PhD Thesis Defence Supervisors: Dr. Lennart E. Nacke, Dr. Pejman Mirza-Babaei Technology for Active Living 1
- 2. Takeaways 1. Kaleidoscope of Effective Gamification (KEG) 2. Revised Exercise Motivation Technology Framework (EMTF) 3. Guidelines for Adaptive Engagement 2
- 3. Purpose and Significance • Purpose • Decline in physical activity • Among adults 55+ only 34% of men and 29% of women are physically active (Health Canada, 2002) • Assistive Technology for Active Living • Significance • Reduction of 10% in physical inactivity among Canadians would result in savings of $5 billion. (Health Canada, 2002) • Being physically active reduces the risk of many ailments 3
- 4. Motivations for the Research 4 Connection between Older Adults, PA and Technology
- 5. Research Question How can gamification elements be used to foster the intrinsic and extrinsic motivation for physical activity and daily exercise routines among older adults? Motivation for Physical Activity Physical Activity Motivational Affordances 5
- 6. Key Concepts Effective Gamification EFFECTIVE GAMIFICATION is influencing behaviour change through engaging experiences, using game design principles in decision- making applications and services not related to gaming [132] Motivational Affordances Adaptive 6
- 7. MOTIVATIONAL AFFORDANCES are game elements which help foster intrinsic and extrinsic motives. This term is used interchangeably with Gamification. [104] Motivational Affordances Effective Gamification Adaptive Key Concepts 7
- 8. ADAPTIVE indicates the ability of the online application to be customized to users’ goals, motivations, barriers, and current health. [92][227] Adaptive Motivational Affordances Effective Gamification Key Concepts 8
- 9. Why Gamification Technology? Behaviour change Engagement Repetitive Fun 9
- 10. Research Strategy 10 Study Phases Phase 1 Semi-structured Interviews (n=19) Focus Groups (n=6) Phase 2 Survey Study (n=150) Phase 3 Spirit50 Design and User Testing (n=6) Phase 4 Experimental Study Gamified, non- gamified, control (Eight-weeks) (n=30) Phase 5 Expert Evaluation Study (n=9) Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
- 11. Preliminary Studies Phase 1 11 Self Determination Theory (SDT) Kaleidoscope of Effective Gamification (KEG)
- 12. Motivation Long Term Vague Goals Short Term Specific Goals Vague goal Barriers Current Fitness Health High Intensity Exersise Medium Intensity Exersise Low Intensity Exersise EMTF-1 EMTF-2 Exercise Motivation Technology Framework Preliminary Studies Phase 1 12
- 13. High Intensity Exercise Medium Intensity Exercise Body Part Areas Strength Endurance Flexibility Low Intensity Exercise EMTF-3 Exercise Motivation Technology Framework Preliminary Studies Phase 1 13
- 14. Survey Study • Survey Study (CHI PLAY 2017) • N=150 • Four age categories based on the PEW research on gaming technology • 18-29 (G1 - younger adults), 30-49 (G2 - middle aged), 50-64 (G3 - older adults), and 65+ (G4 - Seniors) • Exercise Motivation Inventory-2 (EMI-2, 51 Item, 14 dimensions) (Markland et al., 1999) Phase 2 14
- 15. Survey Study Phase 2 15 Ill Health Avoidance and Health Pressures Significant difference between the groups in these two dimensions
- 16. • Types of Feedback • PA Motivation Survey Study Phase 2 16 PA Motivation Older adults (50-64), and seniors (65+) were motivated by the steps completed, distance travelled compared to badges, and progression by younger adults, and calories and progression for middle-aged adults Types of Feedback Older adults (50-64), and seniors (65+) preferred step counts, distance travelled and time taken as opposed to calories heart-rate preferred by younger and middle-aged adults
- 17. • Facilitating Goals for PA • Continuance of PA Survey Study Phase 2 17 Facilitating Goals for PA While all four age-groups wanted specific goals, distance travelled and challenges were favoured by older adults (50- 64) and seniors (65+) Continuance of PA Older adults (50-64) preferred goals and distance travelled, Seniors (65+) preferred feedback and progression information, compared to badges and goals and feedback of time taken by younger and middle-aged adults
- 18. Knowledge Based Gamified System Spirit50 Design and Development Phase 3 18
- 19. Spirit50 Design and Development Knowledge Based Gamified System Gamification Elements Goals (Fitness Quests), Daily challenges (sub-goals), Levels, Progression meter, Points, and badges (stars) Spirit50 Design and Development Phase 3 19
- 20. Spirit50 Design and Development Phase 3 Knowledge Based Gamified System 20
- 21. • Synchronous, three condition (gamified, non- gamified, control) • Eight-week study • Active older adults (50+) • 10 participants/group • 80 data points/group • Intrinsic Motivation Inventory (IMI) • Psychological Need Satisfaction in Exercise (PNSE) • Interviews • Inclusion Criteria Experimental Study Phase 4 21 100 Interviews + email responses 240 instances of the IMI and PNSE
- 22. • Participants • Active lifestyle • Physical Activity Readiness Questionnaire (PAR-Q) document • International Physical Activity Questionnaire (IPAQ) Low, Moderate and High PA levels Experimental Study Phase 4 22
- 23. Experimental Study Phase 4 Group 1: Gamified (Spirit50) Group 2: Pedometer Group 3: Control 23
- 24. Experimental Study Phase 4 Mixed Method: Interviews Quantitative analysis (IMI, PNSE) • Grounded Theory Method (GTM) was used to code transcripts line-by-line • Break up data into its component parts or properties • Open coding to identify the interpreted meaning of the interview data • Axial Codes explicated actions to meanings Source: http://pad2.whstatic.com/images/thumb/8/8e/Identif y-the-Gerund-As-One-of-the-English-Verbals-Step-1- Version-2.jpg/aid734011-728px-Identify-the-Gerund- As-One-of-the-English-Verbals-Step-1-Version-2.jpg 24
- 25. Motivation Autonomy: Accomplishing a Goal, Inspired by progress, making a commitment, taking simple steps to a harder task ; helped in overcoming fears of inability Simplicity helped with stress-relieving, mind- body optimization, fun of accomplishment Competence: Challenging Activities: higher intensities, new exercise routines, exercises anywhere anytime, reassurance of progression and validation of effort Reassurance helped to do more PA, vlue of simple routines, recognising deficiencies Easy Access to Resources: Virtual coaching, reminisce on app exercise routines, overcome loneliness through virtual connections Flexibility of usage, easy to remember, added routine, comparisons Combining types of exercises, intensity levels, competing with others, endurance, flexibility and strengthening Evidential Chain (Miles, Huberman and Saldana, 2014. Drawing and Verifying Conclusions. In Qualitative Data Analysis: A Methods Sourcebook. 275–322) Experimental Study Phase 4 25
- 26. Setting up Goals Combining types of exercises, intensity levels, competing with others, endurance, flexibility and strengthening Commitment to a schedule, improving on deficiencies, increasing challenges progressively self-regulation of routines Measuring progress through motivational affordances becoming aware of progression, achieving points and stars Accomplishments Feeling of ability to do more, doing more to overcome deficiencies, improving ability feeling energetic, doin it better, increasing intensity of routines, progression Doing more difficult challenges, improving body conditioning mental satisfaction not out of breath, bragging rights for wall push-ups Feeling validated for efforts, improving confidence, check marking of activities (completion status) greater energy, measuring progress, tracking improvement relieveing stress, point badges, progress mete intangible rewards: mental satisfaction, Phase 4 Evidential Chain (Miles, Huberman and Saldana, 2014. Drawing and Verifying Conclusions. In Qualitative Data Analysis: A Methods Sourcebook. 275–322) 26
- 27. Rewards Immediate rewards, completing an activity, validation of effort through points, badges, stars, level completion, results of efforts intangible rewards: mental satisfaction, feeling better, feeling good on completion tanbible rewards, waist size, weight losss, slim figure long term rewards, freedom of usage, better health, feeling of being able to do better intangible rewards: self- awareness, increased confidence, sense of acconplishment tangible rewards, better heath, realizing challenges with health Tracking completion status, points earned, challenges achieved progression status, achievement status, increased challenges, points and stars Phase 4 Evidential Chain (Miles, Huberman and Saldana, 2014. Drawing and Verifying Conclusions. In Qualitative Data Analysis: A Methods Sourcebook. 275–322) 27
- 28. Gamified Technology Facilitation of PA Motivation Setting up Goals Combining types of exercises, intensity levels, competing with others Commitment to a schedule, improving on deficiencies, increasing challenges progressively Measuring progress through motivational affordances Accomplishments Feeling of ability to do more, doing more to overcome deficiencies, improving ability Doing more difficult challenges, improving body conditioning Feeling validated for efforts, improving confidence, check marking of activities (completion status) Rewards Tracking Phase 4 28
- 29. • Overall needs satisfaction for exercise (PNSE) indicated significance for perceived competence, perceived autonomy and perceived relatedness Congruence between Qualitative and Quantitative Analysis Phase 4 • The Jonckheere-Terpstra test, revealed rising medians towards the gamified group for dimensions relating to interest/enjoyment, perceived competence (for interventions), effort/importance, perceived choice and value/usefulness. 29
- 30. • Expert Evaluation • Review the technology mapping with experts • Evaluate motivational affordances in the context of older adults PA • Usefulness, applicability and ease of use of the PA technology (Spirit50) for older adults • Experts used • Heuristics Evaluation for Gameful (HEG) Applications (Tondello et al., 2016) • Long form Questionnaires • Spirit50 Expert Evaluation Study Phase 5 30
- 31. 31 Kaleidoscope of Effective Gamification (KEG) PLAYER VIEWPOINT DESIGNER VIEWPOINT Contribution #1: Kaleidoscope of Effective Gamification (KEG): Player – Designer Viewpoint Kappen, D.L. and Nacke, L.E. The Kaleidoscope of Effective Gamification : Deconstructing Gamification in Business Applications. Gamification 2013, (2013), 119–122. PLAYER VIEWPOINT DESIGNER VIEWPOINT
- 32. 32 Kaleidoscope of Effective Gamification (KEG) Kappen, D.L. and Nacke, L.E. The Kaleidoscope of Effective Gamification : Deconstructing Gamification in Business Applications. Gamification 2013, (2013), 119–122. Contribution #1: Kaleidoscope of Effective Gamification (KEG): Design – Analytic Model
- 33. 33 Kaleidoscope of Effective Gamification (KEG) Kappen, D.L. and Nacke, L.E. The Kaleidoscope of Effective Gamification : Deconstructing Gamification in Business Applications. Gamification 2013, (2013), 119–122. Contribution #1: Kaleidoscope of Effective Gamification (KEG): Design – Analytic Model
- 34. Contribution #2: Revised Exercise Motivation Technology Framework (EMTF - 2) Desirability Customization Motivational Affordances Specific Goals (Short-term goals) Barriers Vague Goals (Long-term goals) Intrinsic Affordances Extrinsic Affordances Feedback Current Health Conditions 34
- 35. 1. Fostering Physical Activity (PA) through intrinsic motivation elements of older adults for PA 2. Fostering PA through extrinsic motivation elements 3. Encouragement through feedback cycle elements Contribution #3: Adaptive Engagement using Gamification 35
- 36. Contribution #3: Adaptive Engagement using Gamification: 1 • Attainable goals • Challenges mirroring ability • Choice of exercise types • Choice of intensity adjustments • Increased agency • Inspiring curiosity • Interjecting unpredictability • Facilitating spontaneity and instantaneous gratification • Freedom of usage and habit formation • Facilitating competency • Social facilitation Intrinsic Motivation Elements 36
- 37. Contribution #3: Adaptive Engagement using Gamification: 2 • Attainable rewards • Highlighting achievements • Intangible rewards • Tangible rewards • Validation of efforts • Progression reflecting ability • Progression reflecting efforts Extrinsic Motivation Elements 37
- 38. Contribution #3: Adaptive Engagement using Gamification: 3 • Correctness of form • Encouragement through praise • Performance characteristics • Onboarding and education • Visual representation of progression Feedback Cycle Elements 38
- 39. Conclusion • Contributions to human-computer interaction: • the development of Adaptive Engagement Guidelines for PA technology for older adults. • the Exercise Motivation Technology Framework (EMTF) - a framework to aid in the design and development of PA technology for older adults, and • the Kaleidoscope of Effective Gamification (KEG) - a design and analysis tool for helping designers design and develop gamified apps. 39
- 40. 40 Thank You Publications 1. Chapter 2: Dennis L. Kappen, Pejman Mirza-Babaei and Lennart E. Nacke. Older Adults’ Physical Activity and Exergames: A Systematic Review. International Journal of Human-Computer Interaction– 54 pages. 2. Chapter 3: Dennis L. Kappen, Jens Johannsmeier, and Lennart E. Nacke. 2013. Deconstructing “Gamified” Task-Management Applications. In Proceedings of Gamification 2013. 1–4. 3. Chapter 3: Dennis L. Kappen and Lennart E. Nacke. 2013. The Kaleidoscope of Effective Gamification: Deconstructing Gamification in Business Applications. In Proceedings of Gamification 2013. 119–122. 4. Chapter 5: Dennis L. Kappen, Lennart E. Nacke, Kathrin M. Gerling, and Lia E. Tsotsos. 2016. Design Strategies for Gamified Physical Activity Applications for Older Adults. In Proceedings of the Annual Hawaii International Conference on System Sciences-49. 1309–18. 5. Chapter 6: Dennis L. Kappen, Pejman Mirza-Babaei and Lennart E. Nacke. Gamification through the Application of Motivational Affordances for Physical Activity Technology. In Proc. of CHI PLAY ’17- 12 pages
- 41. 41 Thank You Publications 6. Dennis L. Kappen, John Gregory, Daniel Stepchenko, Rina R. Wehbe, and Lennart E. Nacke. 2013. Exploring Social Interaction in Co-located multiplayer games. In CHI ’13 Extended Abstracts on Human Factors in Computing Systems. CHI EA ’13. New York, NY, USA: ACM, 1119–1124. DOI: 10.1145/2468356.2468556 7. Dennis L. Kappen. 2015. Adaptive Engagement of Older Adults’ Fitness through Gamification. In Proc. of CHI PLAY 2015 (Doctoral Consortium). 141-148 8. Dennis L. Kappen, Pejman Mirza-Babaei, Jens Johannsmeier, Daniel Buckstein, James Robb, and Lennart E. Nacke. 2014. Engaged by Boos and Cheers: The Effect of Co-Located Game Audiences on Social Player Experience. In Proc. of CHI PLAY ’14. 151–160. Under Review 1. Chapter 7: Dennis L. Kappen, Pejman Mirza-Babaei and Lennart E. Nacke. Older Adults’ Physical Activity Gamification: An Experimental Study. Under review for a Conference Proceeding – 10 pages..
- 43. Image credits • Slide 1: @Christopher, https://unsplash.com/ • Slide 4:http://www.hindustantimes.com/health- and-fitness/addicted-to-playing-video-games-you- may-be-avoiding-depression/story- 57cJchF6Co4J4D5Y42wlkK.html • Slide 14/15: www.elearning.com 43
Notas do Editor
- Welcome to my PhD presentation on Adaptive Engagement of Older Adults’ Fitness through Gamification which identifies frameworks and guidelines for designing technology for active living
- I want to present to you three important takeaways from my dissertation: 1) The Kaleidoscope of Effective Gamification; a design and analytical model for designers building gamification technology 2) The Revised Exercise Motivation Technology Framework, a model to build physical activity technology apps for older adults 3) And the Guidelines for Adaptive Engagement. These together form the three main contributions for designing Technology for active living.
- What was the motivation behind this? According to Health Canada Statistics; 1 in 10 Canadians is an older adult This number will double by 2021 There is a Steady Decline in physical activity due to lack of motivation, ailments and ability Among adults 55+ only 34% of men and 29% of women are physically active (Health Canada, 2002) Reduction of 10% in physical inactivity among Canadians would result in savings of $5 billion in discounted lifetime costs for medical care, sick leave and lost revenues from taxes resulting from premature mortality. Being physically active reduces the risk of many ailments such as heart disease, fall and injuries, obesity, high blood pressure, adult-onset diabetes, osteoporosis, stroke, depression, colon cancer and premature death. How can technology be used effectively to help this demographic to initiate, maintain and adhere to their physical activity. I am focusing on the technology usage for physical activity of active older adults to help them maintain, continue and adhere to their physical activities.
- It has been shown that gamified and persuasive systems can be used to motivate people to adopt desirable behavior. Most gamified systems and frameworks have been focused on young adults. However whether gamified systems work and how it can be designed for older adults is relatively new and unknown...... The usable knowledge of gaming in the general population is not currently translated or applied well to the aging population Specifically, there is a need to build technology that will engage older adults in improving their physical activity which will help reduce the lessening mobility that often comes with aging http://www.hindustantimes.com/health-and-fitness/addicted-to-playing-video-games-you-may-be-avoiding-depression/story-57cJchF6Co4J4D5Y42wlkK.html
- Based on this, the overarching research question in the triangulation of Motivation for PA, Physical Activity and Motivational affordances was: How can gamification elements be used to foster the intrinsic and extrinsic motivation for physical activity and daily exercise routines among older adults?
- In the context of this dissertation a few key concepts are: While gamification is using game elements in non game contexts; Effective gamification is influencing behaviour change through engaging experiences, using game design principles to make mundane activities more playful
- Motivational affordances are game elements which help foster intrinsic and extrinsic motives. This term is used interchangeably with gamification.
- The term adaptive may have multiple meanings in computer science, in the context of this PhD research, adaptive indicates the ability of the online application to be customized to users’ goals, motivations, barriers, and current health.
- Gamification technology has helped with behaviour change, improve engagement, interject fun and encourage repetitive actions to facilitate intrinsic motivation using gamification elements or motivational affordances and extrinsic motivations However how to bridge the gap between research and commercialization is a bigger challenge
- My research investigation was achieved in five phases, which we will look at briefly
- Phase 1 comprised of Preliminary Studies where I analysed a set of 19 interviews with older adults in the research space of physical activity and technology. This research led to paper on Design Strategies for Older adults and gamification which was published. Semi-structured interviews: (n=19), at CER-Sheridan College (NSERC) I also conducted Focus groups: n=6, combined fitness trainers and older adults Analysed data based on the combination of SDT and KEG, This categorization of PA motivation was based on thematic analysis of qualitative data using SDT and KEG. Findings categorized PA motivation into: Long-term goals (vague-goals) Short-term goals (specific goals) Barriers for PA Current health conditions Defining purpose for activities And Designing to abilities ***************************************** Fear of age-related changes, physical impairments, and feeling of being unable to do daily PA or exercise routines was a motivator to do PA. Engagement in PA can be improved based on defining the purpose of the exercise routines, customization of exercise routines, independence and ability to do the routines. Accountability, staying on track and social validation, were key characteristics that helped foster intrinsic motivation for PA. While needs and wants are specific to demographics under consideration, age-related physical limitations and impairments indicated micro-level differentiation of older adults PA motivation as discussed in the design strategies for gamified PA [128]. Tangible and intangible rewards helped to foster PA motivation.
- The Detailed categorization of needs and wants of older adults PA motivation enabled the design of the Exercise Motivation Technology Framework (EMTF), specific to gamified PA technology. Where the evidence pointed to motivation to be classified into long-term goals (vague-goals) , and short term goals (specific goals) Vague goals have barriers (physical or mental) associations, furthermore current fitness health conditions related to barriers and led to the differentiation of exercise into high medium and low intensity exercises.
- Additionally, exercise intensities and body part area conditions led to further differentiation into exercise types for strength, endurance and flexibility. The categorizations of the older adults’ exercise motivations (EMTF-1), the dependencies of vague goals to exercise intensity (EMTF-2) and the relation between BPA, exercise intensities and exercise type (EMTF-3) forms the EMTF This also set the foundation to build a knowledge database, and knowledge based gamified expert system for Phase 3
- Phase 2 was a Survey Study to investigate preferences for Motivational Affordances in different age groups This phase was carried out to investigate the first research question: Are there differences in motivation to participate in PA between adults from different age groups? I used the Exercise Motivation Inventory-2 developed by Markland (1999) for this survey. The EMI comprises 14 dimensions labelled: Stress Management, Revitalization, Enjoyment, challenge, social recognition, affiliation, competition, Health pressures, Ill-health avoidance, Positive health, weight management, appearance, strength and endurance, nimbleness. Talk about effect size “r”
- Results were critical because For the Exercise Motivation Inventory, significant differences between groups were seen for the dimensions of Ill Health Avoidance and Health pressures.
- The second research question in the Survey study was Does the choice of motivational affordances change with age between the groups? This was to investigate if preferences of motivational affordances changed between age groups and explore motivational affordances for older adults (age 50+) and Seniors (age 65+) compared to younger and middle-aged adults. These were derived from long form questions where respondents answered the following five questions: What types of feedback do you look for in an app to help you with PA? Can you suggest attributes in the app that could motivate you to participate in PA? Can you suggest attributes in the app that do not motivate (negative attributes) you to participate in PA? Can you suggest attributes in the app which could help facilitate goals for PA? Can you suggest any attributes which could help you continue to participate in physical activity sessions over a longer period of time?
- These led to age-differentiated guidelines as explained in detail on page 90-91 of the Report.
- In Phase 3, I developed Spirit50 a knowledge based gamified system at UOIT under an NCERC grant with a team comprising of a programmer, fitness expert, database expert. The Knowledge database was developed in conjunction with a fitness trainer with more than 17 years of experience training older adults above 50 years of age. This knowledge based gamified system had 10 vague goals defined, 3 specific goals, and three exercise intensity levels incorporated over an 8 week period. It had 1600 plus exercise routines incorporated in the system to customize roadmaps for an eight week period.
- These are a few screen shots of the gamified system which incorporated gamification elements such as Goals (Fitness Quests), Daily challenges (sub-goals), Levels, Progression meter, Points, and badges (stars)
- Participants received a fitness roadmap for
- Phase 4 was an Experimental Study Synchronous, three condition (gamified, non-gamified, control) Eight-week study 10 participants/group 80 data points/group Intrinsic Motivation Inventory (IMI) 45 Items; 7 dimensions Psychological Need Satisfaction in Exercise (PNSE) Weekly Interviews Inclusion Criteria We chose active older adults, 50 years and above for this study, **************************************************************************************** Intrinsic Motivation Inventory (IMI) 45 Items; 7 dimensions Interest/enjoyment Perceived competence Effort Importance Pressure Tension Perceived Choice Value Usefulness Relatedness Psychological need satisfaction in exercise, self report instrument; 18 items , 3 dimensions Perceived competence Perceived autonomy Perceived relatedness
- Based on the Inclusion Criteria Participants were to have an active lifestyle Satisfy the Physical Activity Readiness – Questionnaire (PAR-Q) Fill in the International Physical Activity Questionnaire (IPAQ) The IPAQ instrument helped to identify the current baseline intensity levels of participants based on metabolic equivalent tasks (MET) recorded by participants’ during the past seven days prior to the start of the eight-week study. Essentially the MET score of an activity is multiplied by the minutes of the performed activity and is expressed in multiples of the resting metabolic rate [116]. The MET scores from long form questionnaire established PA levels of participants over the past seven days across four domains: work, active transportation, domestic and garden (yard work), and leisure time. The IPAQ quantifies MET scores that relate to populations activity levels and is categorized as low, moderate (at least 600 MET-minutes/week) and high (physical activity of at least 3000 MET-minutes/week) [98,116]
- Participants who were having an active lifestyle qualified by the were randomly assigned into the three groups: Group 1, Group 2 and Group 3. Six question Groups What was your motivation to do the physical activities or exercises this week? Where there any triggers that helped, you be motivated to do these this week? With regards to physical activity, how do you set up of decide on goals to help you do PA or exercises? Were there any accomplishments or feeling of accomplishment this week (completion of a task is also an accomplishment)? With regards to PA, were there any fears or barriers that you faced this week? Were there any rewards (tangible or intangible) that you received or felt/received this week? What kinds of tracking information or feedback would you have liked to receive?
- For Interviews: Grounded theory method (GTM) was used to code the transcripts line by line and break up the data into its component parts or properties [46,51]. Open coding was done on each sentence of the transcripts to identify the interpreted meaning of the interview data into phrases that represented each sentence by the participant [51]. Characteristics of the meaning of these codes were also notated in the Excel file identifying the properties of the code. These codes essentially explicated actions to meanings [46,78] of participant responses. The above process was done for all participant responses for each of the six questions. These properties and open coding for the six questions are indicated in the appendix (section 12.11).
- For a Technology facilitation of PA, based on qualitative analysis, I illustrate the evidential chain [162] indicating the justification of gamified PA technology for older adults (Figure 13). This analysis provides evidence of technology influencing PA. For PA Motivation, the app encouraged users to work towards Goals, work towards progress, reassurance with smaller steps in the app, ability to replay the steps to overcome fears. Competence was fostered by different activities in the app, and higher intensity levels in the app, new routines Relatedness was fostered by connecting with the trainer in an online setting, virtual coaching and virtual connections to overcome loneliness.
- Setting up Goals: combining types of exercises and intensity levels. App helping to force a commitment to a schedule, improving on deficiencies, and enabling to increase challenges progressively through the app. Measuring progress via the progression meter and becoming aware of progression, fostered setting up of goals In the same vein: the App fostered the ability to do more, and improve on performance, try difficult challenge options in the app, and feeling validated for efforts in the form of check marking of exercise routines, and receiving points and stars helped with the accomplishments aspect of the PA technology.
- Rewards were fostered on an instantaneous gratification level through (feeling good on completion, check-marks, points and stars) and daily level completion. Long term rewards were freedom of usage anywhere and anytime, and being able to do better as seen from the progression meter… App fostered PA through completion status, points earned, challenges achieved, progression status, achievement status, increased challenges, points and stars for validation of effort.
- This evidential chain indicates that triggers for PA motivation, and setting up Goals, were facilitated through motivational affordances discussed. Outcomes of PA such as Accomplishments, rewards and tracking were fostered through in-App affordances…
- Overall needs satisfaction for exercise (PNSE) indicated significance for perceived competence, perceived autonomy and perceived relatedness The Jonckheere-Terpstra test, used to compare trends between the groups, also revealed rising medians towards the gamified group for dimensions relating to interest/enjoyment, perceived competence (for interventions), effort/importance, perceived choice and value/usefulness. This result is also similar based on the axial codes that emerged from the qualitative analysis indicated in the evidential chain mapping ( Figure 13) that the gamified group participants showed interest and enjoyment by the following: improving on their deficiencies, increasing challenges progressively, indicated perceived competence through increasing challenges progressively, feeling of the ability to do more and increasing difficulty levels, feeling importance of effort/importance by feeling validated for their efforts, measuring progress and improvement in body conditioning. Perceived choice was afforded by the ability to select goals and challenges, self-regulation of routines and flexibility of usage. Furthermore, value/usefulness was afforded by feeling energetic, wanting to do more, improved confidence and improving ability. The results of the follow-up tests in the quantitative analysis for needs satisfaction for exercise (PNSE) indicated significant results between the gamified group and non-gamified for perceived competence, and between the gamified and control group for the same dimension. This was also similar to the axial codes emerging from the qualitative analysis indicating that participants in the gamified group felt that a scheduled program with daily achievements and challenges with motivational affordances like points and stars (rewards) helped them feel that there was validation of their efforts, and provided constant monitoring of their progress. The Spirit50 app had minimal social interaction options included for testing and therefore it was surprising to note that the gamified group indicated significant difference from non-gamified and control group for the relatedness dimension. In comparing the qualitative data from the gamified group, many participants indicated that they could see the potential of social interactions with other online participants of the app and in their own daily life.
- Expert Evaluation was conducted to Review the technology mapping with experts in the context of older adults using the motivational affordances Usefulness, applicability and ease of use of PA technology for older adults Experts used Heuristics Evaluation for Gameful applications(HEG) – a heuristic toolkit, designed for gamification applications Long form Questionnaires Spirit50 was used to provide context to the evaluation Nine experts (F=1, M=8) representing gamification (n = 5), games user research (n = 2), human computer interaction (n = 2). Seven of them had Masters Degrees and two held Doctorates. Five experts averaged four years and six months of expertise in gamification or gameful design. The most experienced expert had more than seven years’ experience, while the least experienced was two years. Spirit50 incorporated the following gamification elements (motivational affordances): goal definition (quest), daily challenges, goal progression meter, points and badges (stars), roadmaps, daily challenges weekly challenges and accolades for completing activities as motivational affordances (gamification). Experts indicated fostering intrinsic and extrinsic motivation to increase the engagement of older adults to participate in PA. QCA and quantitative analysis of the expert evaluation indicated that gamification elements contributed to fostering intrinsic motivation amongst older adults because it afforded PA through the usage of gamification elements like goals (quests), challenges, achievements and task completion specific exercise routines on a daily basis leading to an eight-week fitness program. Experts suggested the addition of sub-goals, graphical progression meters, collaborative community building, and deployment of the design on mobile devices such as smartphones and tablets for facilitating autonomy, relatedness, and increased portability respectively for older adults PA.
- This is reason why I developed the Kaleidoscope of Effective Gamification, a design lens which combined the self determination theory and gamification elements to help designers build gamification technology There is a player viewpoint on the left and a designer viewpoint on the right…where to achieve effective gamification,
- You must identify the intrinsic motivation that drives the demographic, design the experience to foster the motivation Design the interaction paradigms to improve the experience using game design elements and interject fun to make the app engaging. All these layers in design work iteratively.
- I used this model to design a Gamified Physical activity app for adults over 50 years of age which was used in Phase 2 as an analytic model and in Phase 3 as a design lens to build the gamification artifact.
- Based on the five phases this is the Revised Exercise Motivation Technology Framework which represents the integration of desirability, customization and motivational affordances to foster PA among older adults. This provides a framework for developing algorithms to incorporate PA actionable gamified platforms for older adults.
- This thesis demonstrates that the experiential aspect of adaptive engagement in PA for older adults can be achieved in the following three steps: Fostering Physical Activity through intrinsic motivation elements of older adults for PA Fostering PA through extrinsic motivation elements, Encouragement through feedback cycle elements. This thesis demonstrates the use of gamification elements as motivational affordances to improve the experience of PA for older adults by enabling goal selection, selection of challenges, focussed iterative and incremental task completion steps, and progression along the path of the selected quest.
- Intrinsic Motivation Elements Guidelines Attainable goals: Understanding the ability that is specific on an individual level should be the focus of PA goals (quests). Challenges mirroring ability: Increasing challenges progressively to reflect the individual’s ability so that it inspires confidence and provides a sense of accomplishment. Increased agency: Challenges and levels should provide older adults with the feeling of a sense of being in control of their bodies based on their own physical limitations. Choice of types of exercises: Combining activities to provide exercise and PA that improve endurance, flexibility, strength training within an indoor and outdoor environment. Choice of intensity increases or decreases: Gamification of PA activities should have provisions of trying out new challenges or change the intensity level so that the activity feels like a challenge or have the potential of downgrading the challenge. Inspiring curiosity: Gamification elements should provide the opportunity to provide a mystery PA module for older adults to try out for a new reward. Interjecting unpredictability: The opportunity to do random PA activities to increase levels and rewards fosters the element of engaged participation. Facilitating spontaneity and instantaneous gratification: Include elements that allow for spontaneous PA and instantaneous gratification in the form of feeling the burn, completion, achievement as internalised rewards. Freedom of usage and habit formation: Allowing the possibility of activities to be done anywhere and anytime with simplicity and memorability to help with habit formation. Facilitating competency: Providing challenges that help promote health benefits and increased mental satisfaction. Social facilitation: Providing the possibility for older adults to share and post achievements, challenges with specific routines.
- Extrinsic Motivation Guidelines Attainable rewards: Challenges should provide the opportunity of instantaneous rewards while scaffolding to inspire active participation. It gives older adults the feeling of satisfaction that certain tasks and milestones are achievable based on their ability, rewarded and measurable. Validation of efforts: While receiving points and stars seemed frivolous, its attainment after doing PA activity provided a sense of validation of one’s efforts. Progression reflecting ability: Progression should show the competence of older adults in being able to do a specific level to afford a sense of accomplishment. Progression reflecting efforts: Combining activities to offer exercise activities that provide endurance, flexibility, and strength training within an indoor and outdoor environment. Highlighting achievements : Providing badges and points that help to showcase their achievements and completion of difficult challenges. Intangible rewards: Rewarding ability to perform the tasks and complete the tasks and providing the opportunity for bragging rights, recognition, as well as achievement levels will contribute to engagement and enjoyment of the PA activity. Tangible rewards: Facilitate usage of experience points earned to be redeemed for ancillary contexts such as diet plans, fitness plans, fitness gear, books and competitions.
- Feedback Cycle Elements Guidelines Correctness of form: Real-time feedback on posture correction, gait and correctness of stance when doing the exercise routines is a difficult technology challenge, but was desired by many older adults for increased participation. Performance characteristics: The possibility of providing feedback on reps and steps, speed of completion, and tracking metrics such as calorie burn, heart rate, weight loss provides increased engagement Encouragement through praise: Real-time feedback in the form of praise and checkmarks for task completion through the gamification app will help to reassure older adults Visual representation of progression: Progression representation of daily, weekly and monthly indicating competence in all or specific activities in a graph format is more easily understandable by older adults Onboarding and education: Older adults should have the opportunity to overcome challenges with understanding game, gaming and gamification terminology through training and education modules of the gamification app
- This dissertation makes significant contributions to human-computer interaction by: the development of Adaptive Engagement Guidelines for PA technology for older adults. the Exercise Motivation Technology Framework (EMFT) - a framework to aid in the design and development of PA technology for older adults, and the Kaleidoscope of Effective Gamification (KEG) - a design and analysis tool for helping designers design and develop gamified apps.
- I thank you for your attention. Since my Thesis submission, two more papers under review have been accepted to a journal and a conference. This brings my publications to 4 full papers and 4 short papers as first author; and 5 papers as second author. To a total of 13 publications. Thank you again and I open the floor for questions and discussions
- I thank you for your attention. Since my Thesis submission, two more papers under review have been accepted to a journal and a conference. This brings my publications to 4 full papers and 4 short papers as first author; and 5 papers as second author. To a total of 13 publications. Thank you again and I open the floor for questions and discussions