Malaria is one of the leading causes of illnesses and deaths in Africa at large and Nigeria in particular, especially amongst pregnant women and children under the age of five years. Our research revealed that though the government has deployed so many intervention systems to contend with this death-causing vector—the mosquitoes, malaria related deaths (MRDs) have continued to increase. This is because people have not sufficiently adopted those intervention systems to protect themselves. Further enquiries into the ineffective compliance of the people to the intervention systems revealed that the interventions are passive in nature. Based on these, we set up three measurable research outcomes to enable us to determine the appropriateness of persuasive technology in solving the malaria problem. We technically avoided a one-size-fits-all design approach and adopted Participatory System Design (PSD) and User-Centered Design (UCD) approaches in our system design methodologies. Well-structured questionnaires were used to extract information from the participants. The data obtained from the research survey was used in modeling the intervention system. The research was conducted in three phases: baseline, development and deployment of an intervention system—the Malaria Prevention and Control Support System (MPCSS), and an evaluation study to determine the performance of the intervention system. The research led to the following achievements: (1) encouraged an increase in the number of people who participated in malaria prevention and control activities by lowering the rate of malaria cases from 96.9% to 68.5% and increasing ownership of mosquito nets from 54% to 85.5%; (2) demonstrated that persuasive technology could be used to increase public awareness and knowledge of a given subject as noted in our evaluation result; and (3) demonstrated that persuasive technology is a veritable active intervention to combat malaria.

Since the emergence of the quantified self movement, users aim at health behavior change, but only those who are sufficiently motivated and competent with the tools will succeed. Our literature review shows that theoretical models for quantified self exist but they are too abstract to guide the design of effective user support systems. Here, we propose principles linking theory and implementation to arrive at a hierarchical model for an adaptable and personalized self-quantification system for physical activity support. We show that such a modeling approach should include a multi-factors user model (activity, context, personality, motivation), a hierarchy of multiple time scales (week, day, hour), and a multi-criteria decision analysis (user activity preference, user measured activity, external parameters). This theoretical groundwork, which should facilitate the design of more effective solutions, has now to be validated by further empirical research.

This article analyzes the design of MasterMind, an escape room that served as a means of professional development in the use and implementation of online educational tools in academic teaching. Escape rooms have inspired educators all over the world to adapt the popular entertainment activity for education. The time-constrained and problem-based games require active and collaborative participants, which makes an escape room an interesting setting for educators. As there are differences in the settings and goals of educational and recreational escape rooms, there is a need for description of the design process, taking into account game design and educational aspects. MasterMind was developed by a multidisciplinary team of educators, educational researchers and game researchers. The design analysis of MasterMind focuses on three related challenges that have informed the design process: 1) the participants' transition from the real world to the game world; 2) the alignment of game design aspects and educational aspects in the game world; and 3) the transfer from experiences and knowledge obtained within the game world back into the real world. The description and analysis is guided by frameworks on persuasive games and the alignment of game goals and learning goals. The analysis gives insights in how to balance game and educational aspects in the design, in order for players to reach both persuasive and learning goals. We recommend an integrated approach of the different design challenges. Therefore, we propose a design model combining and aligning the used frameworks, leading to an integrated approach in tackling design challenges in persuasive, serious games.