Syllabus 2018
DIGM 591
Games for Health: Game Design for Therapy
Fall 2018-2019
Wednedays 3:00-5:50 PM, URBN 202
Instructor: Dr. Paul Diefenbach [pjdief (at) drexel.edu]
Course Director: Paul J. Diefenbach, PhD
Associate Professor,
College of Media Art and Design (COMAD)
Digital Media, 3501 Market St 220F
Phone: 215-895-1618 Email: pjdief (at) drexel.edu
Course Lecturers: Margaret (Maggie) O’Neil PhD, PT, MPH,
College of Nursing and Health Professions
Department of Physical Therapy and Rehabilitation Sciences
Associate Professor
Room 754, Bellet Building
Phone: 215-762-1791 E-mail: moneil@drexel.edu
Hasan Ayaz, PhD
Biomedical Engineering
ha45 (at) drexel.edu
Arun Ramakrishnan, PhD
Director of Research Labs, CNHP
Dr. Girija Kaimal, EdD, MA
Associate Professor,
Create Arts Therapies Dept.
Carol Wamsley, PT, DPT, NCS, CBIS
University of Pennsylvania
Carol.Wamsley (at) uphs.upenn.edu
Dr. Wamsley is a Clinical Assistant for Arcadia and Temple University. She is an invited guest lecturer for Penn Rehab Engineering and Drexel University's Physical Therapy program. Carol provides clinical assessment of stroke research subjects in the RRR&D (Rehabilitation Robotics Research and Design) Lab in the Department of PM &R for the University of Pennsylvania. Carol has over 25 years of experience in the adult neurological population in a variety of settings. Carol is the coordinator for the Stroke Specialty Program at Penn Rehab; Co-chair for the Stroke Steering Committee which participates in coordination of stroke care across the university's continuum; and participates in the Neuroscience Service Line Committee, which has oversight of comprehensive stroke care throughout the University of Pennsylvania's Health System.
Art Therapist TBA
Roseann D’Maria?
Credit Hours: 3 credits
Course Hours: Course Hours: 30 hours (3 hours/week x 10 weeks)
Mondays: 3-6 pm
Room: COMAD: TBD
Course Description:
Healthcare is an industry that dwarfs the entertainment industry and is providing increased opportunities for cross-over jobs for game developers. Games are an exciting opportunity to promote physical activity, functional mobility and overall health in individuals who receive health and rehabilitation services such as physical and occupational therapy and nursing. This course will focus on the application of games/game design for healthcare applications, including the use of body tracking, VR, and AR. In particular, one focus will be in designing games for physical therapy for individuals with disabilities including disorders such as youth with cerebral palsy and adults with multiple sclerosis, stroke and other neurological disorders. Additionally, game design for older adults with health and movement challenges will be discussed. And games to promote art expression for psychosocial health and wellbeing will be reviewed . Successful games will have the option to be commercially licensed by an affiliated company with a revenue/royalty agreement for the student creators.
Course Overview:
This course meets for 3 hours/week during the 10 week quarter. The course will be part seminar/part lab. For the seminar, we will have guest speakers including therapists, nurses and a biomedical engineer who is the Research Lab Director from the College of Nursing and Health Professions; Biomedical Engineering, and other institutions that will educate the students on various disabilities, therapeutic methods, and medical technologies. For the lab, students will work in small teams to design and create games that are fun, challenging, and promote health and rehabilitation goals. Games will integrate tracking devices including the Kinect, Orbbec Astra and Leap, VR and AR devices from the Google Cardboard to the Vive to the Hololens, and students will be exposed to patient monitoring technology such as heart-rate monitors and brain interfaces. Also, students can learn methods to determine movement measures such as joint angles and range of motion (ROM). The games will be designed in partnership with clinicians and clinical researchers to identify and address needs of the target patient population so that successful testing and desired outcomes are ensured.
The course is open to undergraduate and graduate students from Digital Media, Game Design, GMAP, ANIM, IDM, Computer Science, and students from the College of Nursing and Health Professions (Nursing, Physical Therapy, Art Therapy) and other related disciplines. Digital Media, GMAP, and CS students must have taken GMAP/CS 345 or have experience with Unity in order to take this course.
Required Text
There is no required text for the course. Speakers will post required readings (articles) before presentations.
Readings and presentations are available in this google drive folder.
Suggested readings for Oct 19t:
1. Atkinson A and Nixon-Cave K. A tool for clinical reasoning and reflection using the International Classification of Functioning, Disability and Health (ICF) Framework and patient management model. Phys Ther. 2011;91:415-430.
2. Schenkman M, Deutsch JE, and Gill-Body KM. An integrated framework for decision making in neurologic physical therapist practice. Phys Ther. 2006;86:1681-1702.
Resource for both lectures Oct 19 and Nov 23:
1. Umphred DA, Lazaro RT, Roller, ML, and Burton GU. Sixth Edition Umpherd’s Neurological Rehabilitation. St. Louis, Missouri: Elsevier Mosby, 2013. Print. (or any current Neuro Rehabilitation text available in Drexel's library. I have a copy of an earlier Umphred edition that the class can have).
2. Lohse
Assignments:
Assignment #1: Existing uses of games and immersion in healthcare.
In groups of 4: Identify five (5) different uses of games or interactive immersion (i.e. VR) in healthcare. At least 3 of the uses must have publications supporting procedures, measures and outcomes of game use in health care. Be sure to explore existing games to explore different aspects of game use in healthcare. Play at least one of the five games. Create and present a 15 minute presentation on the topic/purpose of each game, the intended audience, the approach, and how successful the game is at integrating game theory and design with health promotion and goals. Consider ‘game play’ as well as game parameters and graphics. Does the whole look, feel, mechanics of the game seem to be appropriate to promote health and for what target patient population?
Assignment # 2: Motion Game
In teams of 4: Chose a health condition or diagnosis and a clinical goal for health promotion and improved function (movement, coordination, balance, attention). Brainstorm with your group to conduct a task analysis to identify characteristics and components of the clinical goal for which games could be an intervention strategy to achieve the clinical goal. Find an existing game that can be modified to be controlled by activity/motion. Write a design document on the clinical goal(s) and game modifications. Modify game.
Assignment # 3: Immersion Activity
In teams of 4: Chose a different health condition or diagnosis and a clinical goal. Brainstorm with your group to conduct a task analysis to identify characteristics and components of the clinical goal for which games could be an intervention strategy to achieve the clinical goal. Find an existing game or application (i.e. such as drawing/art program) that can be modified to be controlled by activity/motion, biometrics, or VR. Write a design document on the clinical goal(s) and game modifications. Implement your design.
Assignment #4: UX-focused Game/Activity
In teams of 4: Chose a clinical goal(s). Brainstorm and identify characteristics of motions. Create a new game that meets those goals. Games/application can be built using existing resources, templates, etc. Write a design document on therapeutic goals and game/application modifications. Test your game to determine efficacy and fun/engagement. Revise and retest. Produce report detailing results of game at beta and final:
The report (4-6 pages) includes:
Part 1: Targeted diagnosis or condition or patient population - short description of the condition, the medical issues, the clinical manifestation, the mobility challenges
Part 2: Identify the therapeutic goal -what mobility gains will you expect to improve with the game, how and why?
Part 3: Describe the game parameters and how they are designed to address the therapeutic goal (game design focus) and how the clinician or patient or caregiver uses the game to achieve these goals.
(For example, for a health focus – you can use the exercise prescription framework -
FITT -
Frequency (how often (once a day, twice a week?) ,
Intensity (how hard should the patient work - light, moderate, vigorous?, three sets of 10 repetitions ?, time in activiity (3-5 minutes; 5-10 minutes?)
Type (of game or exercise or movement) and
Time (duration of a session (minutes or hours?); length of the episode of care - days or weeks?)
Part 4: What outcome measures are needed by therapist/health care worker? How do you measure patient outcomes? How do you present these outcomes in a user-friendly and meaningful way?
Expectations on outcomes and further game revisions based on patient/client having a 'good' response to game-basically saying some 'tweaking' will be necessary - so what will that look like? You can come up with a hypothetical - patient had a difficult time with XX so to make that easier to access and perform we will do YY..... OR it was too easy for patient to do AA, so to make the task more challenging we added BB....
Note
The course director reserves the right to modify the syllabus and/or course schedule as needed due to any unforeseen problems with scheduled classes such as illness, inclement weather, poor classroom conditions, etc. Should this be necessary, the course director also reserves the right to modify grading criteria to accommodate changes within the schedule.
Resources
http://healthgamesresearch.org/
http://healthcaregames.wisc.edu/
Course Schedule
Drexel University Code of Conduct
Academic Integrity, Plagiarism, and Cheating Policy
http://drexel.edu/provost/policies/academic_dishonesty.asp
Drexel University Student Handbook
http://drexel.edu/studentaffairs/community_standards/studentHandbook/
Students with Disability Statement
http://drexel.edu/ods/student_reg.html
Course Drop Policy
http://drexel.edu/provost/policies/course_drop.asp
Course Change Policy
The instructor reserves the right to change the course during the term at his or her discretion. These changes will be communicated to students via the syllabus, website announcement, or email.