WAVE Virtual World Learning Environment for Childhood Obesity Prevention: High School Soccer Players’ Perspectives – A Pilot Study

Abstract

IntroductionThe WAVE Project aims to prevent childhood obesity among active youth ages 14–19 living in Oregon via a 2‐y intervention by providing mixed‐reality learning experience, which involves the integration of physical‐world face‐to‐face lessons and virtual‐world interactions. Rippleville, the project virtual learning environment, is designed for the target audience to reinforce the face‐to‐face lesson objectives. Youth solve quests by applying their knowledge and skills learned about physical activity, nutrition, and Family and Consumer Sciences (PAN‐FCS). This pilot‐study qualitatively evaluates the participant's overall enjoyment and motivation in Rippleville, and how Rippleville has influenced their PAN‐FCS behaviors in the physical world.MethodsIn May‐Oct 2015, five quests were evaluated by Pilot Study participants (n=8) from two soccer teams enrolled in the intervention through 10 interviews/focus groups. Participants traveled to the researcher's lab. In Session 1, two staff observed and took notes while the participants completed each quest. Participants were told to create a Bug Report and shared their findings at the end of each quest. In Session 2, the same staff (1 moderator and 1 note taker) conducted an interview/focus group with the participants using Likert scale and a semi‐structured interview guide to evaluate participant's overall enjoyment and motivation, and their attitudes towards making healthy decisions in the virtual‐world vs. physical‐world. The cycle repeated until all quests were completed. Upon completion, participants received a $15/h stipend. All interview/focus group conversations in Session 2 were transcribed and analyzed to identify themes. Likert scale scores were analyzed by using descriptive statistics.ResultsFive participants evaluated all five quests and three participants evaluated two quests. Preliminary findings suggested that active youth were attracted by the detailed and real‐life design of Rippleville. They enjoyed exploring Rippleville by following clues and solving the quests (average enjoyment score was 7.7/10). Getting rewards and teaming up with friends to solve quests were perceived highly motivating. They requested additional Rippleville activities/quests and interactive features in Rippleville. Major barriers reported were the lags and glitches in Rippleville when participants moved their avatars. Girls were more attentive than boys to the ‘health bar’ that monitored the avatar's hydration and physical activity levels. Participants who completed all five quests reported that the virtual world quests had raised their awareness of healthy food choices, particularly through the display of nutrition facts. They also reported being more willing to make similar healthy food choices in the physical world.ConclusionActive youth practiced their PAN‐FCS knowledge and skills in the virtual world, and were willing to make positive health changes in the physical world. Involving active youth in the design and refinement of a virtual learning environment is critical in optimizing the community‐level efforts to prevent childhood obesity in innovative approach.Support or Funding InformationSponsor: NIFA AFRI Award No. 2013‐67001‐20418.