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