Using Alternate Reality Games to

Influence Physical Activity in the

College Population

Jeanne Johnston

Anne Massey

Lee Sheldon

Indiana University

2009 Games for Health

Peggle

ISO Bejeweled

Zuma

Agenda

Motivation

Background

Hypotheses and Research Design

Preliminary Findings

Implications and Next Steps

The Team

Health and

PA

Game

Designer

Psychological

Attractiveness

Technology

Transition from high school to college

Physical activity decreases & % overweight

increases

“Millennial” student

Teamwork, experiential activities, and use of

technology

Pew Internet & American Life Project

65% of college students play games

Background & MotivationWhy College Students?

Context

Core Research Questions

Q1: What is the efficacy of a

game-based intervention –

an Alternate Reality Game –

as a means to influence

physical activity?

Q2: What design aspects

drive the “Psychological

Attractiveness” of game

play?

What are Alternate Reality Games?

• Real-Time, Real-World

• The Beast, I love bees, Year Zero, World without Oil

• Gameplay Elements– Narrative

– Characters

– Riddles, Puzzles

– Clues

• Multiple Media– Websites (real and fictional), Blogs

– Email, Phone calls, Text messages

– Staged Locations, Live performances

– Twitter*

– Geo-Caching*

– Off-Campus Locations*

– Player Photography*

• TINAG (This Is Not a Game)

The Skeleton Chase

H1: Participation in game play will have a positive effect

on behavioral, physiological, and anthropometric

outcomes

P105 players will exhibit more positive outcomes than P105

control group

H2: Participation in game play will lead to sustained

outcomes

Post-intervention outcomes will not regress to baseline levels

H3: Perceived “psychological attractiveness” of the game

will have a positive moderating effect on outcomes

Higher levels of game attractiveness will lead to more

positive outcomes

Hypotheses

Student players (n = 60)

Control group (n = 60)

Players and control enrolled in P105 Foundations of Fitness and Wellness Game play replaced weekly physical activity lab

Data Collection Pre- and Post- Physiological and Anthropometric

Data Collection Pre- and Post- Behavioral Survey Post- Psychological Attractiveness (Game Design)

Survey Weekly step data

SC Method

The Skeleton Chase

7 weeks fall 2008

IU Bloomington campus

Media Websites (real and fictional)

Blogs

Email

Phone calls

Text messages

Staged locations

Live performances

Mental Challenges Puzzles

Riddles

Physical Challenges

Clues to the Mystery

Are Everywhere

Google and IU Website Search

Video This Presentation

Blogs and Websites

All of these websites will return

Physical ObjectsB

oxe

s a

re g

oo

d h

idin

g p

lace

s

A player’s individual goal was

50,000 Steps/Week

Each week, the team goal was for all members

to achieve individual goal

0

10000

20000

30000

40000

50000

60000

1 2 3 4 5 6 7 8

Ste

ps/W

eek

Gameplay Week(Baseline = 1)

Baseline vs. Gameplay Steps/Week

SC Results

• 57% met individual weekly step goal >= 4 times

• 25% of the teams met the team step goal >= 4 times

• Over the 7 weeks, on average, students accumulated 18,064 more steps/ week (~ 9 miles) compared to baseline

• 17,111,049 steps (8,555 miles) accumulated

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

Baseline Post

Ste

ps/D

ay

Change in Daily Activity

SC

Control

*

*

* P < 0.001

SC Players vs. Control Group

Psychological Attractiveness

C oncentration

Feedback

Socia l

In teractionC ontro l

Im m ersion

C lear G oals

Skill

C hallenge

A ttractiveness of

G am eplay

.475 ***

.018 ns

-.063 ns

.146 ns

.055 ns

-.189 *

.591 ***

-.038 ns

R2 = .833

Note: * p<.05; ** p<.01; *** p<.005; ns = non-significant

“I really liked getting out of the classroom.”

“As my team was playing, we got to learn about facilities we could

use like the pool.”

“The game really did motivate me to walk – since I learned a lot

about the campus, I know it is quicker and better for me to walk to

class than take the bus.”

“I liked working with my team and it was fun getting to know them.”

“I really felt like I was using brain muscle.”

“The time to play the game each week took too long compared to

other lab [non-game] sections.”

“I wish I could have picked my own team. We didn’t know each other

and our schedules were different.”

“… did you steal your shoes?” “… are you on house arrest?”

Sample Comments

Successful in positively influencing physical

activity

Weight gain significant for both players and

control

Should be independent of class

Self-select teams important

Need to increase health-related knowledge in the

game

Validate Psychological Attractiveness Scale

SC Observations

Recreational Sports

General student body

Course independent

Self select, individual &

team

Game design alterations:

– Twitter*

– Geo-Caching*

– Off-Campus Locations*

– Player Photography*

– Wiki, chat

Weekly check-in

Skeleton Chase II:

The Psychic

Receive

request from

character

Find &

photograph

objects or

landmarks

1st

Team to do this,

receives GPS &

coordinates

Email Photo(s)

to character who

asked for help

1st

Team finds box

& photographs

object inside

1st

Team emails

skeletonchase@oncourse.iu.edu

providing directions

to other teams

1st

Team emails

photo of object to

character & puts

GPS, object and

box in a locker

1st

Team eligible for

progressive $ prize

and receives 1 chit

Milestone Example: 1st Team

Directions

Stay tuned for results of

SCII and comparisons

to SC

ARG versus Step Game

Platform to deliver and

engage in health related

activities

Questions

jdjohnst@indiana.edu