Matthew Schmidt1, Noah Glaser2, Tina Riedy3, Carmen Rietta4, Heather Huszti5, Janelle Wagner6, Gigi Smith7, Ana M Gutierrez-Colina8, Sara E Wetter9, Shanna M Guilfoyle10, Anup Patel11, Avani C Modi12. 1. University of Florida, College of Education, PO Box 117042, Gainesville, FL 32611-7044, USA. Electronic address: matthew.schmidt@ufl.edu. 2. Old Dominion University, Darden College of Education, 1226 W 43rd St, Office #4128, Norfolk, VA, 23508, USA. Electronic address: nglaser@odu.edu. 3. Miami University, Regionals E-Campus, Middletown, OH 45042, USA. Electronic address: riedyt@miamioh.edu. 4. University of Cincinnati, Teachers/Dyer Complex, 2610 McMicken Circle, Cincinnati, OH 45221, USA. Electronic address: riettacn@ucmail.uc.edu. 5. Children's Hospital of Orange County, 1120 W La Veta Ave, Suite 470, Orange, CA 92868, USA. Electronic address: e.hhuszti@choc.org. 6. Medical University of South Carolina, 171 Ashley Avenue, Charleston, SC 29425, USA. Electronic address: wagnerjl@musc.edu. 7. Medical University of South Carolina, 171 Ashley Avenue, Charleston, SC 29425, USA. Electronic address: smithgi@musc.edu. 8. Department of Pediatrics, National Jewish Health, 1400 Jackson Street, Denver, CO 80206, USA. Electronic address: gutierrezcolina@njhealth.org. 9. Department of Clinical and Health Psychology, 1225 Center Drive, Gainesville, FL 32610, USA. Electronic address: sara.wetter@phhp.ufl.edu. 10. Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, USA. Electronic address: shanna.guilfoyle@cchmc.org. 11. Nationwide Children's Hospital, 700 Children's Dr, Columbus, OH 43205, USA. Electronic address: anup.patel@nationwidechildrens.org. 12. Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, USA. Electronic address: avani.modi@cchmc.org.
Abstract
PURPOSE: The purpose of this paper is to describe the iterative design, development, and evaluation of a novel mHealth learning environment for parents of children with epilepsy. The mHealth learning environment is a component of a broader behavioral intervention called eACT (Epilepsy Adherence in Children and Technology), which seeks to improve antiepileptic drug adherence in children with epilepsy. The eACT mHealth learning environment integrates theoretical principles from the learning sciences with user-centered design methods and advanced learning technologies to provide an efficient and appealing learning experience that is specifically tailored to adult learners. METHODS: The eACT mHealth learning environment was developed by a multidisciplinary team of experts across three major phases including: 1) preparation, 2) iterative design, and 3) iterative development. The preparation phase included developing user personas and conducting focus groups, which identified user needs and use cases for the product. The iterative learning experience design process made use of rapid prototypes in which the product design was improved between versions, resulting in a final design proof. Usability and user experience methods were deployed to evaluate the system during the iterative development phase. RESULTS: Results from three phases of iterative design and development are presented through user personas, usability data, and qualitative analysis. Findings suggest the eACT mHealth learning environment is highly usable and relevant to the unique needs of adult caregivers of children with epilepsy. Findings also suggest that user experience was largely positive. CONCLUSIONS: This paper reveals key insights about how formative learning experience design processes can lead to highly relevant and usable interventions for adult learners.
PURPOSE: The purpose of this paper is to describe the iterative design, development, and evaluation of a novel mHealth learning environment for parents of children with epilepsy. The mHealth learning environment is a component of a broader behavioral intervention called eACT (Epilepsy Adherence in Children and Technology), which seeks to improve antiepileptic drug adherence in children with epilepsy. The eACT mHealth learning environment integrates theoretical principles from the learning sciences with user-centered design methods and advanced learning technologies to provide an efficient and appealing learning experience that is specifically tailored to adult learners. METHODS: The eACT mHealth learning environment was developed by a multidisciplinary team of experts across three major phases including: 1) preparation, 2) iterative design, and 3) iterative development. The preparation phase included developing user personas and conducting focus groups, which identified user needs and use cases for the product. The iterative learning experience design process made use of rapid prototypes in which the product design was improved between versions, resulting in a final design proof. Usability and user experience methods were deployed to evaluate the system during the iterative development phase. RESULTS: Results from three phases of iterative design and development are presented through user personas, usability data, and qualitative analysis. Findings suggest the eACT mHealth learning environment is highly usable and relevant to the unique needs of adult caregivers of children with epilepsy. Findings also suggest that user experience was largely positive. CONCLUSIONS: This paper reveals key insights about how formative learning experience design processes can lead to highly relevant and usable interventions for adult learners.