Syllabus
GMAP T480, DIGM T680:
Games for Health
Fall 2015-16
Mondays 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
Please ha45 (at) drexel.edu
Carol Warmsley
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 received her BS in therapy from Temple University and her therapy clinical doctorate from Arcadia University. Carol works for Good Shepherd Penn Partners in Philadelphia, Pennsylvania at Penn Rehab. This is part of the University of Pennsylvania Health System with Good Shepherd as the provider of therapy care. Carol has over 25 years of experience in the adult neurological population in a variety of settings. She is a Board Certified Neurological Clinical Specialist, Certified Brain Injury Specialist and Vestibular Competency Certified. 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.
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 keep people engaged with individualized prevention and treatment strategies. This course will focus on the application of games/game design for more serious healthcare applications. In particular, one focus will be in designing games for physical therapy for the disabled population including disorders such as cerebral palsy, MS, stroke, etc. 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 and doctors from the College of Nursing and Health Professions, School of Public Health, 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 meet therapeutic goals. Games will integrate tracking devices including the Microsoft Kinect and Leap, and students will be exposed to patient monitoring technology such as heart-rate monitors and brain interfaces. The games will be tested with the people the games benefit and with the healthcare workers that define the therapeutic goals.
The course is open to undergraduate and graduate students from Digital Media, Game Design, GMAP, ANIM, IDM, Computer Science, and Physical 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:
In groups of 4: Identify five (5) very different categories/uses of games in healthcare. At least three must have publications supporting results. The greater the variety, the better. Play at least one of the five games. Create and present a 15 minute presentation on the topic/purpose of each, the intended audience, the approach, and how successful it is in marrying the health purpose with the gameplay.
Assignment # 2
In teams of 4: Chose a therapeutic goal(s). Brainstorm and identify characteristics of motions. Find an existing game that can be modified to be actively controlled. Write a design document on therapeutic goals and game modifications.
Assignment #3:
In teams of 4: Chose a therapeutic goal(s). Brainstorm and identify characteristics of motions. Create a new game that meets those goals. Write a design document on therapeutic goals and game 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 (health focus - using 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: 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....
Assignment #4:
Regarding the condition and/or therapeutic goal(s) of your final project:
For undergrads (~4 pages):
Each undergrad picks ONE article on Game and Health and does a critique of the game used (if commercial); game design (if custom) and the outcome measures used for the health outcome.
For grad students (~6-10 pages): Write a short literature review - goal - to find at least 10 articles about a specific diagnosis and AVG interventions for that diagnosis and write up a synthesis with a summary and recommendations on:
Purpose:
Diagnosis:
Sample Size:
Instrumentation (Games used)
Measures on effectiveness of game to improve health or mobility
Results
Discussion
Conclusions: Students perspective on these 10 articles where do we go next in game development and testing
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.