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Making Learning Fun: Participatory design of multimedia interactive educational videos for first time hearing aid users
Mike Taylor, James Henderson & Heather WharradSchool of Nursing, Midwifery & PhysiotherapyHealth E-learning & Media Group
Melanie Ferguson & Marian BrandrethNational Biomedical Unit for Hearing
HEAR-IT STUDY
Improving use of hearing aids in new users
• NIHR Research for Patient Benefit grant• awarded September 2010 (£235k)
Background – about hearing loss
9m people in the UK have a hearing loss
2m people have hearing aids
Non-use of hearing aids: 15-25%
Costs of non-use:To NHS: Annual (2008) = £25mTo person with hearing loss = communication difficulties
social withdrawal, reduced quality of life
Reasons for non-use (%) Bertoli Goggins Vuorialho (2009) (2009) (2006)
Background noise 52 - 47Poor fit and comfort 9 16 28Difficulties inserting e/m 9 16 14Acoustic feedback - - 12Difficulties with batteries - - 17Difficulties on the phone - 85 70Misunderstanding of progs - 61 -
Study aims
Question:
Do interactive multimedia educational learning objects (RLOs) provided by audiologists at the hearing aid fitting result in enhanced benefit and use for first-time hearing aid users?
Phase 1: Development of interactive RLOs
Interactive Multimedia learning – theory/evidence
• RLOs enhance student learning, enjoyment and engagement (Wharrad & Windle 2010; Lymn et al, 2008; Bath-Hextall et al, 2011)
Students in the elearning environment that provided interactive video achieved better learning performance & satisfaction than other elearning or trad environments (Zhang et al, 2006)
• Increase patient satisfaction and treatment compliance (Murray et al, 2001)
The Mental Health ActThe Mental Health Act
Reusable learning objects
+ assessment
+ links
media assets instructional design
+ interactivity
+ activity
What is an RLO?
Stand aloneAddresses a single learning goal
Evaluation
S. A. Agree Disagree S. D.
The LOs Introduced new concepts clearly
S. A. Agree Disagree S. D.
The LOs were well integrated
S. A. Agree Disagree S. D.
The LOs were at the right level
V.I. Important Unimportant V.U.
Interactivity
“ A brilliant way to learn”
“A fun way to learn lots of information”
Phase I Development of RLOsStoryboardworkshops
Spec
Review
Develo
p
Review
Use &evaluation
CommunityPatients & Carers Students
Lecturers
HA User Workshops
StoryboardsExpectations Loop systems
Topics
Acclimatisation DVD Entry Interface
Expectations Quiz
Outcome measuresHearing aid useSelf-efficacy and well-being Patient Activation Measure
(PAM) Hearing Health Care Intervention Readiness (HHCIR) Hospital Anxiety and Depression scale (HADS) Learning Interactive questions from RLO on HAs and
communication RLO uptake and compliance
Top descriptors of RLOs
72% watched the RLOs more than once, and 40% for 3+ times.
Use of RLO
ConclusionParticipatory design/community involvement
process translated well from an educational to healthcare setting
Challenge in creating engaging activities (pedagogy) in a DVD format
Early analysis suggests DVD is valued (reuse), easy to use and may reduce anxiety