APPLYING QUANTIFIED SELF AND GAMIFICATION CONCEPTS TO IMPROVE

STUDENTS’ PERSONAL HEALTH

Gert Vanwijn

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Supervisors: Prof. dr. ir. Erik Duval

Dr. Joris Klerkx !Assessors:

Ir. Gonzalo Parra Dr. ir. Dries Vanoverberghe !

Mentor: Ir. Robin De Croon

@GertVanwijn

gertvanwijn

thesisquantifiedself.wordpress.com

1. Context

2. Goal 3. Literature + existing applications 4. Design methodology 5. Rapid prototyping 6. Implementation 7. Research 8. Reflection

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Content

PERSONAL HEALTH

http://ww

w.standaard.be/cnt/dmf20140529_01123364

http://goo.gl/QPxYH

u

http://goo.gl/JUAdJm

http://goo.gl/3Q4E75

But also: - A.H. Mokdad et al. Actual causes of death in the united states. Journal of the American Medical Association, 291(10):1238-1245, 2004. - A. Berghöfer et al. Obesity prevalence from a european perspective: a systematic review. BMC Public Health, 8(1):200,2008. - A. Towfighi and J.L. Sawyer. Stroke declines from third to fourth leading cause of death in the united states: Historical perspective and challenges ahead. Stroke, 42(8):2351-2355,2011.

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PERSONAL HEALTH

Images:: Apple: http://goo.gl/rK5jae

Hamburgers: http://goo.gl/EDVLv6 Student: http://goo.gl/rduK0s

Most likely to get overweight = STUDENTS

- Tom Deliens et al. Changes in weight and body composition during the first semester at university. a prospective explanatory study. Appetite, 65(1):111–116, 2013.

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QUANTIFIED SELF

• Keep track of personal data ‣ Food, blood pressure, heart rate, … ‣ Automatically vs manually

• Analyse the data • Gain insights in those aspects of your life

‣ Motivation to improve?

QuantifiedSelf.com

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GAMIFICATION

= the use of videogame-elements to improve user experience and user engagement in other services and applications

‣ Badges, unlocking items, leaderboard, … ‣ But can also have a negative impact

• User always finishes last, can’t earn badges, …

http://nikeplus.nike.com

http://ww

w.starbucks.com/

coffeehouse/mobile-apps

- H. Wang, and C.-T. Sun. Game reward Systems: gaming experiences and social meanings. Research Paper, Department of Computer Science, National Chiao Tung University, Taiwan, 2011. - S. Deterding et al. Gamification: Using game design elements in non-gaming contexts. CHI ’11 Extended Abstracts on Human Factors in Computing Systems, pages 2425–2428, 2011.

1. Context 2. Goal

3. Literature + existing applications 4. Design methodology 5. Rapid prototyping 6. Implementation 7. Research 8. Reflection

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Content

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RESEARCH QUESTION

Can students be motivated to adopt a healthier lifestyle by applying quantified

self and gamification concepts?

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GOAL

• Create a design that can motivate students to adopt a healthier lifestyle ‣ Eat more fruit ‣ Eat less food with a high fat content ‣ Be more active

• Evaluate motivational value of ‣ Individual elements (badges, friends, …) ‣ Design in general

Images:

Fruit: http://goo.gl/RWM

9FP R

unner: http://goo.gl/UlFN

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1. Context 2. Goal 3. Literature + existing applications

4. Design methodology 5. Rapid prototyping 6. Implementation 7. Research 8. Reflection

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Content

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QUANTIFIED SELF-APPLICATIONS

• Little help for the input of calorie intake • Burned calories logged automatically by using wristbands • No or little motivation for a healthier lifestyle

http://myfitnesspal.comhttp://www.livestrong.com/myplate/http://fitbit.comhttp://caloriecount.about.com

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INPUT OF CALORIES

• Location-based notifications ‣ Alma, snack bar, pizza restaurants, … ‣ List with possible dishes/meals !

• Automatic tracking of burned calories by a pedometer

https://foursquare.com http://moves-app.com

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GAMIFICATION IN EXISTING APPLICATIONShttp://redcritter.com

https://dueprops.comhttps://mint.com

http://nikeplus.nike.com

http://www.starbucks.com/coffeehouse/mobile-apps

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GAMIFICATION IN EXISTING APPLICATIONS

• Badges, leaderboards, … • Adding friends

‣ Comparing of badges can be motivating ‣ Comparing weight

• Sharing results on social media ‣ Social support by feedback on results ‣ Peer pressure

- L. Barkhuus et al. Shakra: Sharing and motivating awareness of everyday activity. In Ubicomp 2006, ACM Press, 2006.

https://dueprops.com

1. Context 2. Goal 3. Literature + existing applications 4. Design methodology

5. Rapid prototyping 6. Implementation 7. Research 8. Reflection

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Content

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DESIGN METHODOLOGY

• Rapid prototyping ‣Mindmap ‣ Paper + digital prototypes ‣User tests

• Think-aloud protocol • Extra questions • SUS questionnaire

- M.K. Jones et al. Rapid prototyping in automated instructional design. Educational Technology Research and Development, 40(4):95-100, 1992. - A. Bangor et al. Determining what individual sus scores mean: Adding an adjective rating scale. Journal of Usability Studies, 4(3):114-123, 2009.

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TARGET AUDIENCE

• Students ‣ Living in a student city (e.g. Leuven) ‣No distinction in

• Field of study • Weight • Nationality • …

http://goo.gl/IxHZjj

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DESIGN CRITERIA

1. Every user should be able to enter food/activities in the minimal amount of clicks ‣ Click counting

2. Consistency ‣ SUS questionnaire (Q6 + Q7)

3. Distribution and clearness of badges1 ‣ Extra questions

4. Facilitating user input2 ‣ Extra questions + data analysis

1 E.A. Locke and G.P. Latham. New directions in goal-setting theory. Current directions in psychological science, 15(5):265-268, 2006. 2 N.D. Lane et al. A survey of mobile phone sensing. Communications magazine, IEEE, 48(9):140-150, 2010.

1. Context 2. Goal 3. Literature + existing applications 4. Design methodology 5. Rapid prototyping

6. Implementation 7. Research 8. Reflection

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Content

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MINDMAPInput Input

Goal Profile

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1ST PAPER PROTOTYPE

Input

Goal

Profile

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1ST PAPER PROTOTYPE

• 7 Master-students • Leuven, Brussels • 21-22 y/o

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2ND PAPER PROTOTYPE

1st paper prototype

2nd paper prototype

‣ 6 Master-, 3 Bachelor-students ‣ Leuven, Brussels, Hasselt ‣ 17-23 y/o

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1ST DIGITAL PROTOTYPE

2nd paper prototype

1st digital prototype

‣ 1 Master-, 1 Bachelor, 1 PhD-student ‣ Leuven ‣ 17-25 y/o

1st paper prototype

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2ND DIGITAL PROTOTYPE

2nd paper prototype

1st digital prototype‣ 7 Master-, 2 Bachelor-students ‣ Leuven, Hasselt, Antwerpen ‣ 17-25 y/o

1st paper prototype

2nd digital prototype

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EVALUATION 2ND DIGITAL PROTOTYPE

• Extra questions 1. „The use of badges motivates me to reach goals and live healthier” (4/5) 2. „The difficulty of the badges is well spread” (4/5) 3. „I would like to share my earned badges on social media” (3,6/5)

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2

3

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2ND DIGITAL PROTOTYPE

2nd paper prototype

1st digital prototype‣ 7 Master-, 2 Bachelor-students ‣ Leuven, Hasselt, Antwerpen ‣ 17-25 y/o

1st paper prototype

2nd digital prototype

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HEALTHIFY

2nd paper prototype

1st digital prototype

1st paper prototype

2nd digital prototype

Healthify

‣ 18 students, 2 non-students ‣ 18-25 y/o ‣ 265 installs (!)

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HEALTHIFY - DEMO

https://itunes.apple.com/be/app/healthify/id807479642?l=nl&mt=8https://www.youtube.com/watch?v=oG8CeBXFrIU&feature=youtu.be

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SUS-SCORES

- A. Bangor et al. Determining what individual sus scores mean: Adding an adjective rating scale. Journal of Usability Studies, 4(3):114-123, 2009.

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PROMOTIONAL CAMPAIGN

https://www.facebook.com/HealthifyApp https://twitter.com/HealthifyApp

http://thesis13.wix.com/healthify

Facebook

Twitter

Website

Flyer

1. Context 2. Goal 3. Literature + existing applications 4. Design methodology 5. Rapid prototyping 6. Implementation

7. Research 8. Reflection

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Content

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iOS-APPLICATION

• Pros ‣ Gain experience ‣ Only 2 screen-sizes ‣ 1 version of the OS (iOS 7)

• Cons ‣ Less test-users

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CLIENT-SIDE

https://github.com/gertvanwijn/Healthify/tree/master/Healthify

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SERVER-SIDE

• Central database ‣ Save all user input

• Badges • Food/Activities • Weight • Social media activity

‣ Sync food/activities with devices ‣ Crowdsourcing

‣ PHP-scripts to read and write • Asynchronous requests

1. Context 2. Goal 3. Literature + existing applications 4. Design methodology 5. Rapid prototyping 6. Implementation 7. Research

8. Reflection36

Content

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RESEARCH QUESTION

Can students be motivated to adopt a healthier lifestyle by applying quantified

self and gamification concepts?

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RESEARCH• Route A ‣ 1 week HealthifyOne

• No gamification-elements • No help with input

‣ 1 week Healthify

• Route B ‣ 2 weeks Healthify

• Questionnaires (3) about motivational elements ‣ Badges ‣ Friends ‣ Social media ‣ Notifications

• Data analysis http://goo.gl/TPwVe4

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ROUTE A

• Participants ‣ 6 Master-students, 1 PhD-student, 1 non-student (6m/2f) ‣ 21-25 y/o + 39 y/o

• After week 1 users … ‣ want help with input ‣ want information about healthy living and their own lifestyle ‣ are not motivated by HealthifyOne

• After week 2 ‣ Most motivational elements

• Badges • Pedometer

‣ Design in general is more motivating than individual elements • Quantified self is motivating

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ROUTE A

Fruit Food w/ high fat content Activity

• Conclusion ‣ Design makes students aware of a healthy lifestyle ‣ Design motivates them to live healthier ‣ Doesn’t change their lifestyle

• Maybe period too short

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ROUTE B

• Participants ‣ 9 Master-students, 2 Bachelor-students, 1 non-student (9m/3f) ‣ 18-25 y/o + 22 y/o

• Results ‣ Most motivational elements

• Badges • Friends • Pedometer • Location-based notification

‣ Design in general is more motivating than individual elements • Quantified self is motivating • Adding gamification (to QS) provides engagement

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ROUTE B

Fruit Food w/ high fat content Activity

• Conclusion ‣ Design makes students aware of a healthy lifestyle ‣ Design motivates them to live healthier ‣ Small change in lifestyle

• Fruit • Food w/ high fat content

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DATA ANALYSIS• Food/Activities

‣ 91 users entered food (59 users ≥ 5 food inputs) ‣ 54 users entered activities (15 users ≥ 5 activity inputs)

# Food inputs

# Activity inputs

Age !

≥ 5 food

Age!

≥ 5 activities

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DATA ANALYSIS

• Badges ‣ 128 badges earned for shorter periods (3/5 days) ‣ 10 badges earned for longer periods (10/15 days)

• Weight ‣ Only 12 users 5 times or more ‣ Only 6 users set a weight goal

• Higher level of difficulty set by women • More weight loss by men • But goal never met

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CONCLUSION

• Motivational elements ‣ Badges (route A + route B + data) ‣ Friends (route B) ‣ Pedometer (route A + route B + data)

• Quantified self can motivate ‣ Design makes students aware of their lifestyle ‣ Makes them understand improvements are needed

• Combination of quantified self and gamification needed for engagement ‣ More input with gamification-elements

1. Context 2. Goal 3. Literature + existing applications 4. Design methodology 5. Rapid prototyping 6. Implementation 7. Research 8. Reflection

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Content

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DESIGN CRITERIA

1. Every user should be able to enter food/activities in the minimal amount of clicks

2. Consistency ‣ Q6: 1,23/5 ‣ Q7: 4,45/5

3. Distribution and clearness of badges ‣ Distribution: 4/5 (route A) + 3,9/5 (route B) ‣ Clearness: 4,25/5 (route A) + 4,42/5 (route B)

4. Facilitating user input ‣ Pedometer ‣ Location-based notification (not frequently used)

- N.D. Lane et al. A survey of mobile phone sensing. Communications magazine, IEEE, 48(9):140-150, 2010. - E.A. Locke and G.P. Latham. New directions in goal-setting theory. Current directions in psychological science, 15(5):265-268, 2006.

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FUTURE WORK

• Design ‣ Need internet-connection for location-based notifications

• Save locations after first use • Make these locations available offline

‣ More feedback on badge-progress • Research ‣ Longer period ‣ More women ‣ Larger food database ‣ Linked website with same functionality

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CRITICAL REFLECTION

• Quantified self is an interesting subject • Motivation is often needed in QS-context

• Useful feedback on prototypes • Experience with important programming language

• Interpretation of questionnaires and data

• Satisfied with the result ‣ 265 installs ‣ Positive feedback from users

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???Gert Vanwijn

@GertVanwijn

gertvanwijn

thesisquantifiedself.wordpress.com Healthify

@HealthifyApp

Healthify