Technology-based Activity Research Articles

Project Tala (Technology-Based Activity and Learning Assistant): An Intervention to Maximize Performance of ICT Learners in Modular Distance Learning

This study aimed to develop an intervention to maximize the performance of ICT 12-Shannon learners in Computer Programming during the first semester of S.Y. 2021-2022. The study involved 56 learners to gather data and utilized the descriptive research design. Based on the findings, learners experienced difficulties in Computer Programming specifically in one of the learning competencies during the second quarter which is Applying the basics of the java language. To address this problem, the researcher utilized chatbot technology and came up with Project TALA (Technology-based Activity and Learning Assistant) which provides interactive and immediate responses when prompted by learners and delivers the content of the learning activity sheet. It is an automated instructional material that can be accessed by learners through the messenger application. The learner should provide the lesson code to prompt TALA to deliver the lesson. There will be two options on how to go through the lesson; text/image format and video format. The content is based on the learning activity sheet for week six of the second quarter with the learning competency of applying the basics of the java language. TALA can also provide supplementary learning materials and additional examples of the lesson. Learners are expected to give their answers to the activity in real-time. After the implementation of Project TALA, it was revealed that there is an improvement in the performance of the learners as revealed by Pre-Test and Post-Test results. With this result, the researcher recommends TALA be replicated in other learning areas. Keywords: intervention, technology-based, chatbot, interactive

The relationship between older adults’ technology use, in-person engagement, and pandemic-related mental health

Objective The objectives of this study are to 1) describe changes in in-person communication/activity and changes in older adult technology use during the COVID-19 pandemic and 2) examine whether less in-person communication/activity mediates the relationship between pandemic-related mental health and technology use. Method Linear regressions (stratified by age and financial strain) and structural equation modeling were employed using a nationally representative, cross-sectional survey of 3,188 older adults from the 2020 National Health and Aging Trends Study’s COVID-19 Questionairre. Results Older adults engaged in more technology-based activity (b = 0.24; p<.001), more technology-based health care communication (b = 0.22; p<.001), and more technology-based food acquisition (b = 0.21; p<.001) during the COVID-19 pandemic, as compared to before the pandemic. Results indicate that adults <80 years old demonstrated greater increases in technology-based activity, technology-based health communication, and technology-based food acquisition, compared to adults ≥80 years old. Change in in-person communication significantly mediated the relationship between pandemic-related mental health and technology-based communication (standardized coefficient= −0.012; p=.005), and change in in-person activity significantly mediated the relationship between pandemic-related mental health and technology-based activity (standardized coefficient= −0.017; p=.020). Conclusions This study suggests that older adults are utilizing technology more, and therefore should be considered in technology design and dissemination. Technology use could be an important positive response to help those with pandemic related worries stay safely engaged with friends and family. Technologies should be produced that are modifiable for older adults with disabilities and affordable for older adults with fixed incomes.

A multiple technology-based physical activity intervention for Latina adolescents in the USA: randomized controlled trial study protocol for Chicas Fuertes

BackgroundLatina adolescents in the USA report some of the lowest rates of physical activity of any demographic subgroup; this is paralleled by a markedly higher lifetime risk of obesity, type 2 diabetes, and other conditions related to inactivity. Despite this, to date, no fully powered clinical trials have tested physical activity interventions specifically for this population. High use of mobile technologies (including text messages, smartphone apps, and social media) suggests this could be an appropriate intervention channel, while also having potential for broad reach. This paper describes the protocol for Chicas Fuertes, a fully powered randomized trial of a mobile technology-based physical activity intervention for Latina adolescents.MethodsWe plan to recruit 200 Latina teens (age 13–18) in San Diego, CA, currently engaging in ≤ 150 min/week of moderate-to-vigorous physical activity (MVPA) to be assigned 1:1 to the intervention or control groups. Those randomly assigned to the intervention group receive a one-on-one goal setting session followed by 6 months of mobile technology-based intervention, including a personalized website, Fitbit activity tracker and app, individually tailored text messages based on Fitbit data, and daily intervention content on Instagram. Those randomized to the control group receive only a Fitbit activity tracker. The main outcome is change in weekly minutes of MVPA from baseline to 6 months, measured both objectively (ActiGraph accelerometers and Fitbit Inspire HR) and subjectively (7-Day Physical Activity Recall Interview). Additional outcomes are maintenance of activity change at 12 months and changes in psychosocial constructs, including social support and self-efficacy, engagement with mobile technology channels, and costs of intervention delivery. We are also examining the potential mediators and moderators of the intervention. The efficacy of the intervention is analyzed using a mixed effects regression model, adjusting for any potential confounders not balanced by randomization. All analyses of accelerometer measured MVPA are also adjusted for wear time.DiscussionThe Chicas Fuertes trial uses widely available mobile technologies to target critical health behavior, physical activity, in Latina teens, a population with a high lifetime risk of lifestyle-related diseases. The results will speak to the efficacy and acceptability of the intervention, which has the potential for broad dissemination.Trial registrationClinicalTrials.govNCT04190225. Registered on November 20, 2019

ACTIVE LEARNING THROUGH TECHNOLOGICALLY-BASED DECISIONS

The fourth industrial revolution determined Education 4.0, which brings out both the clear presence of technology in the educational process and connects electronic devices in the real and virtual world during learning, and during activities of interest, according to personal preferences and experience. However, the requirements and conditions for the use of technologies to increase learning outcomes are much more important. The objective of the study is the construct "technology-based decision making". The research aims to study the influence of the technology-based decisions for the active learning of the students from the higher educational institutions /HEIs/. A scientific study was conducted with 74 students from HEIs. The results show that technology-based decision-making increases learning activity and provides opportunities for learning to be a constructive and active process. Technology-based decisions of university students are defined as a specific motivator for their active learning.

The Relationship Between Technology Use and Problem Technology Use and Potential Psychosocial Mechanisms: Population-Based Telephone Survey in Community Adults During COVID-19.

Background: Although digital technology enables people to stay connected during COVID-19, protracted periods of isolation, crisis-induced stress, and technology-based activity may intensify problem technology use (PTU), such as social media addiction (SMA) and Internet gaming disorder (IGD).Objective: This study aimed to characterize the patterns and levels of SMA and IGD during COVID-19 in the general population of Hong Kong. We also tested the associations between prolonged use of social media/Internet games and SMA/IGD and the mediation effects of psychosocial statuses (i.e., loneliness, boredom, and post-traumatic stress) on these associations.Methods: A population-based random telephone survey was conducted in community adults in May 2020; 658 social media users and 177 Internet gamers were identified. A structured questionnaire, including the Bergen Social Media Addiction Scale, the diagnostic and statistical manual of mental disorder IGD Symptoms Checklist, the Post-Traumatic Stress Disorder Scale, Multidimensional State Boredom Scale, and the De Jong Gierveld Loneliness Scale, was used. Time spent on social media and Internet games during and before COVID-19 was also asked.Results: There were 66.2–81.8% increases in time use of social media or Internet games during COVID-19 compared to pre-COVID-19 self-reported information of the participants. The estimated IGD prevalence rate in the gamers based on the sample weighted to the age distribution and gender ratio of the Hong Kong population was 9.7%, higher than that of pre-COVID-19 research. Age, marital status, education levels, time use of social media, COVID-19-related post-traumatic stress, boredom, and emotional loneliness were significantly associated with SMA, while time spent on Internet games, boredom, and emotional loneliness was significantly associated with IGD. Boredom positively mediated the associations between time spent on social media/Internet games and SMA/IGD, whereas social loneliness negatively mediated the association between time spent on social media and SMA.Conclusion: These findings highlight the concern of prolonged use of digital platforms during COVID-19 and its role as a “double-edged sword” for psychosocial wellbeing and behavioral health during COVID-19. It also highlights a need to monitor and prevent PTU in the general public. The observed psychosocial mechanisms are modifiable and can inform the design of evidence-based prevention programs for PTU.

Cancer Survivor Perspectives on Text Messages in a Technology-Based Physical Activity Intervention

Messaging through mobile apps and texts are a common feature of technology-based physical activity interventions. We aimed to examine perspectives of mid-life and older cancer survivors on message content, timing, and two-way communication. We conducted qualitative interviews with 14 participants (Mean 59.9 years, Range 52-79) who completed a remotely delivered intervention that included text messages to support physical activity. After transcription, the interviews were coded and analyzed thematically using inductive, directed content analysis. Themes related to content preferences included personalization, accountability, perspective on the ‘bigger picture,’ and acknowledgement of PA-related achievements. Random timing for receipt was considered acceptable whereas interest in responding to messages was highly variable. Older cancer survivors’ preferences for highly personalized messages are an important consideration in designing technology-based physical activity interventions. A combination of accountability, relation to personal factors, and acknowledgement of goal attainment need to be considered in efforts to scale interventions. Part of a symposium sponsored by the Cancer and Aging Interest Group.

Web-Based Physical Activity Intervention for COPD: Differences Between Rural and Urban Veterans

Physical activity is recommended for all patients with chronic obstructive pulmonary disease (COPD), a disease prevalent among older adults. Rural Veterans often lack access to in-person services to support behavior change. Technology can be used to overcome these barriers. This secondary analysis of a randomized controlled trial compared engagement (weekly website-logons) and efficacy (step-count change) measures of a 4-month technology-based physical activity intervention between rural and urban Veterans with COPD. Rural-urban commuting codes (RUCA) were used to classify participants (N=239; mean age=66.7±8.84 years) as ‘rural’ or ‘urban’. Participants were randomized 2:1 to a pedometer and website with iterative, individualized step-count feedback and goals, motivational and informational messages, and an online community (intervention group, n=155, 45.8% rural) or to receive a pedometer-alone (waitlist-control group, n=84, 44% rural). General linear modeling estimated the adjusted effect of rurality on intervention response. There was no significant rural-urban difference in weekly website-logons (3.33 vs. 3.17; p=.364). There was a significant interaction between rurality and group on step-count change (p=.045). Among rural participants, both intervention and controls increased their step counts (567.32 vs. 732.30; p=.769). Among urban participants, the intervention group demonstrated a significantly higher change in step-counts compared to controls (1052.67 vs. -313.57; p=.008). Results suggest that rural participants increased their step-counts similarly whether they received a pedometer alone or used the intervention, whereas only urban participants who used the intervention increased their step counts. It is possible that simply receiving the pedometer alone was sufficient for behavior change in the rural participants.

The effect of an in-school versus after-school delivery on students\u2019 social and motivational outcomes in a technology-based physical activity program

BackgroundExpanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students’ interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school (N = 244; 39% girls, Mage = 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school (N = 70, 33% girls, Mage = 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor.ResultsFindings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction (R2 = .20), and both variables positively predicted more self-determined motivation (R2 = .30–.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only (R2 = .06–.10) (i.e., in-school contexts are associated with less desirable motivational outcomes).ConclusionFindings reinforce the instrumental role of students’ positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers.

Creating Digital Activity Schedules to Promote Independence and Engagement.

Photographic activity schedules have been demonstrated to be effective in helping individuals with autism and other developmental disabilities learn how to complete both simple and complex sequences of activities without prompting from adults. Although the majority of research studies demonstrating the effectiveness of activity schedules have used schedule books composed of static printed pictures attached to physical pages, recently researchers have begun to demonstrate the effectiveness of technology-based activity schedules. In the current article, we provide a task analysis for creating both simple and complex digital activity schedules using Google Slides, a freely available, web-based technology that operates on a variety of digital platforms. We also provide suggestions for how behavior analysts can train parents to use this technology with their children using telehealth procedures.

Problematic online gaming and the COVID-19 pandemic.

Stay-at-home mandates and quarantines related to the coronavirus (COVID-19) pandemic have led to greatly increased participation in online gaming. Initiatives such as #PlayApartTogether that promote gaming for socializing and stress reduction may achieve positive outcomes. Although gaming can be a healthy coping strategy for the majority, it can also pose risks to some vulnerable individuals. Protracted periods of social isolation and technology-based activity pose the danger of solidifying unhealthy lifestyle patterns, leading to difficulties to readaptation when the COVID-19 crisis has passed. Balanced and effective approaches to gaming during the COVID-19 pandemic are needed to support physical and psychological wellbeing.

Instructional strategies to promote computational thinking for young learners

Increased recognition of the importance of computational thinking as a core skill for all students has led many states to adopt and implement computer science standards, with a focus on teaching computational thinking. Consequently, there is an increased need to prepare educators that are equipped with the knowledge, skills, and instructional strategies required to teach computational thinking. In this case study, we present instructional strategies utilized by informal educators (i.e., parents) to facilitate computational thinking amongst five-to-seven-year-old children during two activities (a no-tech and a technology-based activity). The data for this empirical study includes videos of the parent-child interactions during both activities. Through a two-phase coding process (deductive coding, using CT competencies to capture children’s CT, followed by inductive coding to identify the emergent themes for the strategies parents used to engage children in CT) we identified productive strategies of: Questioning, Modeling, and Motivation/Encouragement to engage children in five CT competencies.

Identifying drivers for bedtime social media use despite sleep costs: The adolescent perspective

ObjectivesBedtime social media use is associated with poor sleep during adolescence, which in turn contributes to poor mental health, impaired daytime functioning and lower academic achievement. However, the underlying drivers for these bedtime social media habits remain understudied. This study adds an adolescent perspective on motivations for bedtime social media use and perceived impact on sleep. MethodsAdolescents aged 11–17 years (n = 24) participated in focus group discussions exploring their experiences of using social media, particularly at night. Inductive reflexive thematic analysis produced themes that captured underlying drivers for social media use and associated impact on sleep. ResultsOur analyses produced two overarching themes: Missing Out and Norms & Expectations. Adolescents' nighttime social media use was driven by concerns over negative consequences for real-world relationships if they disconnected (often reporting delayed bedtimes, insufficient sleep and daytime tiredness). These concerns included the risk of offline peer exclusion from missing out on online interactions, and the fear of social disapproval from violating norms around online availability and prompt responses. ConclusionsThese findings offer novel insight into why adolescents may choose to prioritize social media over sleep. Researchers and practitioners can respond to the evolving needs of today's adolescents by approaching social media use not as a technology-based activity, but as an embedded social experience underpinned by the same concerns as offline interactions.

Enhancing Psychosocial Constructs Associated with Technology-Based Physical Activity: A Randomized Trial Among African American Women

ABSTRACTBackground: Minority women have demonstrated higher rates of health disparities associated with lower levels of physical activity, a finding prevalent among college-aged individuals. Though these health disparities occur given a variety of factors, novel, technology-based interventions are being developed to increase physical activity, with Social Cognitive Theory (SCT) serving as a useful framework for guiding such interventions. Purpose: This investigation sought to evaluate 2 technology-based interventions on physical activity motivation and psychosocial variables among young African American women. Methods: Forty-nine female African American college students aged 18–24 used an UpBand accelerometer and app or a diet tracker app for 6 weeks. Posttesting occurred at the conclusion of the intervention and 2 months postintervention. Results: Perceived family support for exercise decreased in both groups, F(2, 94) = 9.90, P < .001, partial η2 = 0.17. Following an initial decrease in exercise self-efficacy scores from pre- to posttest, an increase in exercise self-efficacy was evidenced from posttest to the 2-month follow-up for both groups, F(1, 47) = 10.90, P = .002, partial η2 = 0.188. Discussion: Although technology-based physical activity apps include social constructs, this study did not find strong support for promoting the psychosocial variables among participants. The use of fitness-promoting technology may facilitate exercise self-efficacy in minority female college students. Translation to Health Education Practice: Technology-based interventions may be more effective when used in conjunction with traditional physical activity promotion.

Patterns of Fitbit Use and Activity Levels Throughout a Physical Activity Intervention: Exploratory Analysis from a Randomized Controlled Trial.

BackgroundThere has been a rapid increase in the use of technology-based activity trackers to promote behavior change. However, little is known about how individuals use these trackers on a day-to-day basis or how tracker use relates to increasing physical activity.ObjectiveThe aims were to use minute level data collected from a Fitbit tracker throughout a physical activity intervention to examine patterns of Fitbit use and activity and their relationships with success in the intervention based on ActiGraph-measured moderate to vigorous physical activity (MVPA).MethodsParticipants included 42 female breast cancer survivors randomized to the physical activity intervention arm of a 12-week randomized controlled trial. The Fitbit One was worn daily throughout the 12-week intervention. ActiGraph GT3X+ accelerometer was worn for 7 days at baseline (prerandomization) and end of intervention (week 12). Self-reported frequency of looking at activity data on the Fitbit tracker and app or website was collected at week 12.ResultsAdherence to wearing the Fitbit was high and stable, with a mean of 88.13% of valid days over 12 weeks (SD 14.49%). Greater adherence to wearing the Fitbit was associated with greater increases in ActiGraph-measured MVPA (binteraction=0.35, P<.001). Participants averaged 182.6 minutes/week (SD 143.9) of MVPA on the Fitbit, with significant variation in MVPA over the 12 weeks (F=1.91, P=.04). The majority (68%, 27/40) of participants reported looking at their tracker or looking at the Fitbit app or website once a day or more. Changes in Actigraph-measured MVPA were associated with frequency of looking at one’s data on the tracker (b=−1.36, P=.07) but not significantly associated with frequency of looking at one’s data on the app or website (P=.36).ConclusionsThis is one of the first studies to explore the relationship between use of a commercially available activity tracker and success in a physical activity intervention. A deeper understanding of how individuals engage with technology-based trackers may enable us to more effectively use these types of trackers to promote behavior change.Trial RegistrationClinicalTrials.gov NCT02332876; https://clinicaltrials.gov/ct2/show/NCT02332876?term=NCT02332876 &rank=1 (Archived by WebCite at http://www.webcitation.org/6wplEeg8i).

Discovering complementary colors from the perspective of steam education

This study explored the theory and applications of complementary colors using a technology-based activity designed from the perspective of STEAM education. Complementary colors and their areas of use were examined from the perspective of physics, mathematics and art, respectively. The study, which benefits from technology, makes the theory of complementary colors accessible to all through practical applications and provides a multidisciplinary, integrated and innovative technique of teaching the subject of colors, which could be used to teach complementary colors.

Self-monitoring and reminder texts to increase physical activity after colorectal cancer (Smart Pace): A pilot trial.

166 Background: Colorectal cancer (CRC) survivors can improve their quality-of-life (QOL), and potentially survival, by engaging in physical activity. The aim of this pilot randomized controlled trial (RCT) is to determine the feasibility of a technology-based physical activity intervention for CRC survivors. Methods: 40 CRC survivors will be randomized (1:1) to a 12-week physical activity intervention (Fitbit Flex, daily text messages) or usual care. Eligible individuals must: 1) have stage I-III colon or rectal adenocarcinoma; 2) have completed therapy; 3) be considered cancer-free; 4) be English speaking; 5) have no contraindications to moderate physical activity; 6) engage in &lt; 150 min/week of moderate physical activity; and 7) have Internet and a phone that can receive text messages. Our primary outcomes are adherence (e.g., Fitbit wear time, text response rate) and acceptability assessed via survey. Secondary outcomes include change in physical activity via 7-days of ActiGraph GT3X+ accelerometers and QOL. Results: We have screened 350 individuals with stage I-III CRC at the University of California, San Francisco (UCSF) for eligibility. Of these, 181 (52%) were not eligible [non-English speaking (46%), ≥ 150 min/week of physical activity (22%), contraindications to physical activity (22%), not cancer-free (7%), did not own a mobile phone (2%)]. We invited the remaining 169 eligible CRC survivors to participate by mail, e-mail, phone, or in clinic; 76 (45%) actively declined and 59 (35%) did not respond after up to 3 contact efforts. As of October 2016, 34 CRC survivors have been randomized to intervention (n = 16) or control (n = 18). These individuals are: 55% female; 64% Non-Hispanic White; 73% have a 4-y college degree; and 64% work full-time. The median (IQR) age and BMI are: 56 (50, 65) y and 26.4 (23.2, 32.4) kg/m2, respectively. Conclusions: The results of this pilot study will inform a definitive RCT to determine whether a technology-based physical activity intervention improves QOL and survival after CRC diagnosis. Funding: This research was supported by the NIH (K07CA197077, KL2TR000143), Mt. Zion Health Fund and UCSF Helen Diller Family Comprehensive Cancer Center.

Nuclear Phase-out Under Stringent Climate Policies: A Dynamic Macroeconomic Analysis

In this paper we investigate the long-run economic consequences of phasing out nuclear energy in the presence of stringent climate policies. We integrate endogenous growth theory and technology-based activity analysis into a dynamic numerical general equilibrium model. Both market-based and policy-mandated nuclear phase-out are studied. Using data from the Swiss economy we find that the aggregate welfare loss of carbon policy is as large as 1.21% and that nuclear phase-out raises the loss to 1.58%. Nuclear phase-out has no significant effect on economic growth. Increased investment, induced innovation, and sectoral change are the reasons that the economic impact of nuclear phase-out and the trade-off between energy and climate policy are moderate, once the dynamics of an economy are taken into account. Optimal phase-out time for nuclear depends mainly on future cost escalation in the energy sector.

The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre- and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.

Empowering sedentary adults to reduce sedentary behaviour: Success with a technology-based physical activity monitor

Background: In many societies, increased attention is being paid todeveloppotential interventionmethods that focusonreducing sedentary time and increasing physical activity levels. This study aimed to assess the effectiveness of a 4-week intervention in which an online personal activitymonitor (Gruve-TechnologiesTM) was used to reduce sedentary behaviour among sedentary adults during free-living activities. The monitor is a tri-axial accelerometer system that tracks time spent on daily activities via a wearable device and an accompanying online service. The device monitors a participant’s daily physical activity at 20Hz and stores the minute data on the device for uploading later to the interactive online software. These data subsequently provide the user with an easy-to-understand visualization of daily activity patterns. Goalsetting features are activated alongside simple graphs and charts to enhance the self-monitoring of energy expenditure. An indicator (a halo bar) on top of the device also highlights the users’ progress towards their daily goal. When palpated throughout the day, the indicator bar provides a light-emitting diode colour corresponding to the user’s progress towards their daily activity goal. Method: Eighteen sedentary adults (12 men, 6 women, mean age± SD, 29±4.0 year) volunteers were recruited to participate in the study. Time spent in sedentary and light-, moderate-, and vigorous-intensity physical activity and energy expenditure were assessed during waking hours using the monitor at baseline and post-intervention. Results: A significant decrease of 33% (3.1h/day) was found between the time spent in sedentary activities measured at baseline (9.4±1.1h/day) and at the end of the 4-week intervention (6.3±0.8h/day (p<0.001). Between baseline and the end of the 4-week intervention, significant increases (p<0.001) were found in the amount of time spent on light-intensity (45% [2.6h/day]), moderate-intensity (33% [1h/day]), and energy expenditure (47% [216.7 kcal/day]). A significant increase (p<0.05) was found in the amount of time spent on vigorous-intensity physical activity (39% [0.16h/day]). Discussion: This lifestyle study involving sedentary adults suggests that, when engaging with the online personal activity monitor, individuals decreased (33%) the amount of time they spent in sedentary activities. Such a large reduction in the amount of time spent in sedentary activities has not been previously published. Additionally, participants increased their daily lightand moderate-intensity physical activity and energy expenditure. These results may be considered a step toward development of a meaningfully positive active lifestyle.

Abstract A20: Wii Can: Merging technology and support from community health advisors

Abstract Introduction and Purpose: Despite the benefits of physical activity, many cancer survivors fail to meet activity recommendations. Moreover, African American cancer survivors are less active than other survivor racial/ethnic groups. To address this disparity, we designed an intervention (Wii Can). Wii Can combines the appeal of emerging technology (Nintendo Wii) with the strength of social support from community health advisors (CHAs). The purpose of the current abstract is to describe the recruitment and retention of CHAs and African American cancer survivors to Wii Can. Methods: CHAs from the NCI-funded Deep South Network (DSN) for Cancer Control were identified and recruited to participate. CHAs completed training to deliver a 12 week intervention to increase physical activity in survivors. The intervention was based on Self Determination Theory. African American colorectal cancer survivors 45 to 75 years old who were not physically active, were recruited primarily through a hospital registry. Results: 10 CHAs were successfully recruited and trained as interventionists. Their mean age was 59.9 ± 3.9 years, 70% were female, 40% had some college, 40% had BA or BS, 20% had associate degrees. On average, they had been a DSN CHA for 3.1 ± 0.99 years. Reasons for deciding to participate in our study as a Wii Can CHA included: Family or friend with cancer; believe physical activity is important in general or for cancer survivors; helping others and being a role model; and encourage black people to participate in studies. All CHAs trained for the study have been retained. 170 letters were mailed to African American CRC survivors to invite their participation in the study. We were able to reach and screen 40 survivors. Incorrect mailing address, deceased, disconnected/incorrect telephone, or lack of interest were some of the reasons we were unable to screen a larger number. Of those screened, 25 were eligible. Of this group, 6 withdrew prior to enrollment (most common reason was lack of time to participate), 16 have received medical clearance to participate in the study (13 of these have enrolled and have been randomized; mean age of enrollees is 61 years). Three participants remain in the recruitment pipeline. The most common reason for ineligibility was currently receiving treatment. Only 2 individuals were ineligible due to already being too physically active. Study participants have been 100% adherent with baseline and follow-up assessments in addition to 100% adherent to receiving the planned intervention sessions (home visits and phone calls). Conclusions: A technology-based physical activity intervention is both acceptable to community health advisors who were trained to deliver the intervention and to African American CRC survivors. Challenges remain for some, as almost one quarter of those interested and eligible later determined that lack of time for the study was a barrier. Further, lack of accurate contact information provided by a hospital registry precluded optimal recruitment. Researchers need to identify efficient ways to engage African American survivors in health promotion interventions if we are to significantly impact the burden of this disease. Funding Acknowledgement: NCI: 1U54CA153719 Citation Format: Michelle Y. Martin, Hon Yuen, Claudia M. Hardy, Maria Pisu. Wii Can: Merging technology and support from community health advisors. [abstract]. In: Proceedings of the Sixth AACR Conference: The Science of Cancer Health Disparities; Dec 6–9, 2013; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2014;23(11 Suppl):Abstract nr A20. doi:10.1158/1538-7755.DISP13-A20