STA 468 Interactive Web Design: Project 1 - Scholarly Research, Narrative Summary and Abstract Revision

Last week during critique, it was brought to my attention I was focusing the Narrative Summary in the wrong direction. The first draft was based around the drink interaction story rather than the heart of this project, alcohol education. I received feedback that my abstract was headed in the right direction but it was too sales pitchy and lacked the scholarly aspect in which is necessary for UURAF. I was encouraged to go back to the drawing board, find more scholarly research to use as a guide for my new direction. So here goes nothing: Scholarly findings and round two revisions below.

Scholarly Findings

Immediate results showed a definite curriculum impact for all students in the area of knowledge about alcohol and alcoholism. In addition, self-esteem was favorably affected for those in grades 5, 6, and 7. Decision making skills were improved for students in grades 6-12. Attitudes were least affected, although there was evidence that students in grade 8 and younger students changed somewhat toward favoring moderate drinking as opposed to excessive drinking. The program appeared most effective in intermediate grades, arguing for early intervention. Other influences, particularly parents, peers, and religion appeared to have a greater impact.
To be assured that a planned campus-wide alcohol awareness program did not create drug experimentation, a sample of 83 male and female college students was evaluated following exposure to the program. The education program included a film, values clarification exercises, and discussions. Results show that the program significantly increased the students’ knowledge of alcohol but had no effects on reported drinking behavior. It is concluded that this program can be used, but longitudinal studies of this and similar programs to determine long-range effects are recommended.
A review of studies on drug and alcohol education programs at the elementary school through university levels indicates that while it is relatively easy to increase drug knowledge, it is far more difficult to modify attitudes. While the most rigorous test of educational effectiveness involves subsequent drug usage, most studies have found no effect of drug education on usage.
The curriculum was implemented approximately as intended. The immediate, cumulative and longer-term effects of curriculum exposure on the variables thought to mediate alcohol use were modest or unsystematic. There was no consistent evidence of carryover effects from curriculum exposure on subsequent use of alcohol, cigarettes or other drugs. The curriculum was ineffective in attaining its goals.
The educational program was derived from social-psychological theory and etiological research on adolescent alcohol use. The program focused on the social and environmental influences to drink alcohol and skills to resist those influences. It consisted of five lessons over 2 months. Baseline and posttest data measured alcohol use knowledge, attitudes, skills, and friends’ drinking patterns. Data were collected immediately prior to and 2 months following the educational program. The data converge on the finding that peer-led education appears to be efficacious in reducing alcohol use across a variety of settings and cultures.
Outcome studies of the effectiveness of drug and alcohol education programs are reviewed. Studies were examined that dealt with student populations as well as adult programs. In addition, specific population variables and methods of presentation were evaluated for their impact on the education process. The data indicate that these programs have been ineffective in obtaining the goals of reducing substance abuse or preventing future abuse. Among student populations there is evidence to suggest that these programs may exacerbate the use and sale of drugs and alcohol. The data on programs with adults are more encouraging though far from conclusive.

Narrative Summary (Version 2) : Ellie

-Ellie gets a special package in the mail from her AIGA chapter. Inside the package is an invitation and a SmartGlass, a barcode enabled shatterproof drinking glass to be used at the event
-She has been invited to attend a philanthropy event, The Science of Alcohol, at Impression 5 put on by her AIGA chapter to raise money for their trip to Chicago. 
-On the back of the invitation there are instructions to register her smart glass on a microsite and bring the SmartGlass to the museum for the event. 
-Ellie goes to microsite and fills out her information -- SmartGlass number, name, age, height, weight, name of event, contact information. Site tells her in order to track her performance they need these details to calculate her statistics. 
-Goes to museum, pays admission fee and makes donation to the Chicago Trip fundraiser
-Prompted to SmartGlass check-in kiosk where she is asked to scan the barcode on the back of her SmartGlass. iPad/computer retrieves her information and asks her to check over to make sure everything is correct. If yes, screen will prompt Ellie to scan her driver's license for age verification. If Ellie is over 21, her cup will give her access to alcoholic drink choices at the drink dispensing stations. If Ellie is under 21 or has forgotten her ID, her cup will not allow her to have access to alcoholic drink choices at the dispensing stations. 
-Meets up with AIGA student group and proceeds into museum
-Impression 5 employee greets group and explains how the evening will run. Talks to them about how they will go through exhibits to test their knowledge behind the science of alcohol 
-Impression 5 employee takes group over to the Bartendro drink station. Explains how the machine works with the SmartGlass. Using the barcode scanner to unlock the drink list, each guest can choose their own drink -- much like the Coke Remix drink machines -- and it will be poured right before their eyes. If they run out of their allotted number of drinks -- predetermined number set by group -- they will be able to purchase more 
-Group gets their drinks: some getting alcoholic beverages, some not
-Group proceeds to first station: Body Function Breakdown -this exhibit will show the effects on each system in the body based on the drinks consumed. This is a team activity following the night of a college freshman, Joey. Guests use their SmartGlass to progress the story and see how their drinks affect the different internal systems throughout Joey's evening. With each drink Joey's body chemistry will change and the game will end either when Joey's night is over or if Joey dies. The game will show the affects on Joey's body through images of each internal system as well as his out physical appearance. Because each group of guests playing the game will have a different group of drinks, Joey's night will be different every time. Guests can play multiple times to see if they can get him through the night with a safe alcohol level. 
-Group proceeds to second station: Precise Pour. This activity will take place in the water room and will test if guests really know proper serving sizes. Each guest will be given a drink list, mixers -- empty liquor bottles with liquids of different densities so when the drink is mixed, they will be able to see the ratios -- and shatterproof glasses provided for use by SmartGlass. Guests will go through drink list -- as the list progresses, it becomes more difficult. Adding more mixers or unusual alcohol volumes. After they make each drink the Impression 5 employee will show correct ratio for each drink. The guest who was closest to the correct ratio will scan their SmartGlass and earn points towards their overall score. At the end of the activity, the Impression 5 employee will provide stickers for the SmartGlass to mark common drink volumes -- a shot, two shots, an 8 oz pour, etc. 
-Group proceeds to third station: Throwing Things. Guests will break into two teams, Drinkers and Non-Drinkers. Guests will interact scan their glass to enable the technology of each turn. They will first start out on the speed activity, guests will scan their glass to begin their turn and throw 20 tennis balls at the target as fast as they can. Once the whole group goes through, one team will be determined the winners and the Impression 5 employee will talk to them briefly about the affect alcohol has on speed and reaction times, prompting them to reflect on the difference between the outcomes of those who drank and those did not. The group would then proceed to the tennis ball launch. Guests will scan their glass to begin their turn and have to shoot as many of the targets as possible in one minute. Once the group finishes, the Impression 5 employee would talk about reaction times, accuracy in terms of alcoholic affect. 
-Group proceeds to fourth station: Building Blocks. Guests will break up again into their teams and compete to build a series of structures out of a variety of blocks. They will be scored on accuracy and time. Impression 5 employee will talk about effects of alcohol on brain activity and precision, fine motor skills and emotional effects. The team with the most points will win and their cups will be scanned to add to their overall score. 
-Event ends and group is prompted to check out the microsite to see who will be crowned champion of Science of Alcohol event. 
-Ellie pulls up the microsite on her phone and sees she has been named champion! She has the option to review her performance at each activity and can choose to have an inforgraphic created as a summary of her evening that she can download, print, or post to social media. She is prompted to keep her SmartGlass as a souvenir of her evening and encourage her to use it again and again! (Handwash only) 

Abstract (Version Two)

It is statistically proven Alcohol Education programs are ineffective in the prevention or overall decreased participation in the consumption of alcohol in college age students. The only positive outcome of these programs has been an increase in knowledge of the risks and effects. So with the understanding these programs have failed to change behavior, I have come up with a proposal to capitalize on the increase in knowledge and make an alcohol education program that is interactive, fun and focused on the science of alcohol rather than alcohol prevention. The program would be held at Impression 5 children’s museum in Lansing, MI and would be philanthropy event for groups/clubs/parties to learn about the science of alcohol and raise money for a cause of their choice. The event would be centered around SmartGlass, a barcode enabled shatterproof drink glass. Guests would use this glass to interact with exhibits, track their performance throughout the night, serve as a glass to hold their beverages, then be taken home to serve as the key to unlocking their score of their overall performance and fundraising totals from the event through a microsite, and finally, function as a regular drink glass for future use. It is my hope this program will give college age students the understanding of the chemistry behind their favorite adult beverages, give them the tools to safely enjoy alcohol while raising money for a good cause.