In healthcare, promoting behavior change is important for improving health and supporting the treatment process. Gamification has gained attention as an effective means of achieving this aim. As motivation is important for promoting behavior change, it is key to ensure that participants are given opportunities in ways that make them feel in control. Therefore, this study investigated how to effectively implement “feedback,” which is an element of gamification, as a means of providing these opportunities. The objective was to confirm whether desired behavior is promoted by allowing users to exercise choice and self-determination when receiving opportunities or chances to act. As part of this investigation, a lifelog app was distributed for measuring steps walked, and a randomized controlled trial was conducted to provide feedback to the users—None, Report-, Suggestion-, and Acceptance-type. Based on an analysis and evaluation of feedback utility from measuring the number of steps taken by the users according to the app’s user log, the average numbers of steps for each feedback type during the entire measurement period were 8020.8, 8094.0, 8118.4, and 8453.1, respectively. Nonparametric tests showed statistical differences; hence, we used the Bonferroni correction for multiple comparisons. The results showed a statistically significant difference between the Acceptance group, which exercised choice and self-determination, and the None group. The study thus identified an effective feedback method for inducing desired behavior and argues that improving feedback utility contributes to successful gamification that encourages behavior change.

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Since falls among the elderly significantly affect the lives of individuals and families, in addition to adding a burden to national medical welfare costs, educational content and delivery methods are needed to raise awareness about this issue. The purpose of this study is to demonstrate the effects of the education module using the rotoscoping technique for awareness about accidental falls involving the elderly. This module was developed and demonstrated for 60 college students participating in social innovation liberal arts classes. First, after giving each student time to think about falls involving the elderly, a total of nine different types of situations in which falls occur were discussed. Following this init ial discussion, a specific scenario for each of the situation types was given to each small group for furt her discussion to enable members of each team to interact with each other and formulate and organize results. The educational impacts of these discussions were measured both quantitatively and qualitatively. As a result, students’ understanding of the situ ation and sequelae of falls was enhanced, and their awareness of falls and preventive environments was improved. In conclusion, the usefulness of reflective learning was clearly demonstrated. This will contribute to enhancing understanding of the elderly l iving in a super - aged society, in addition to increasing empathy for solving social problem

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