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Using Interactive Digital Media to Teach Cardiopulmonary Resuscitation to High School Students

Award Information
Agency: Department of Health and Human Services
Branch: National Institutes of Health
Contract: 2R42GM133243-02A1
Agency Tracking Number: R42GM133243
Amount: $831,399.00
Phase: Phase II
Program: STTR
Solicitation Topic Code: 500
Solicitation Number: PAR20-239
Timeline
Solicitation Year: 2020
Award Year: 2023
Award Start Date (Proposal Award Date): 2023-09-15
Award End Date (Contract End Date): 2025-09-14
Small Business Information
7708 CROSSLAND RD
Pikesville, MD 21208-4309
United States
DUNS: 077304623
HUBZone Owned: No
Woman Owned: No
Socially and Economically Disadvantaged: No
Principal Investigator
 LORREL TOFT
 (775) 682-8239
 ltoft@unr.edu
Business Contact
 HENRY HALPERIN
Phone: (410) 274-0458
Email: henry.halperin@coramtechnologies.com
Research Institution
 UNIVERSITY OF NEVADA RENO
 
1664 NORTH VIRGINIA STREET
RENO, NV 89557
United States

 Nonprofit College or University
Abstract

Abstract
Out-of-hospital cardiac arrest affects over 350,000 people in the U.S. annually, but only 10.8%
survive. Bystander cardiopulmonary resuscitation (CPR) improves survival, but rates of training in the
U.S. are low. It is recently required by law in 39 U.S. states that high school students learn CPR.
However, current methods of teaching CPR use outdated pedagogical strategies and expensive
devices. Previous data indicates that only 12% of students are able to perform high-quality CPR 6
months following standard training. The purpose of this project is to create an interactive video game
experience to teach CPR in classrooms. In phase I, we created an interactive digital film depicting a
dramatic cardiac arrest, a prototype “CPR Spring” to replace traditional CPR manikins, and a plan for
interactivity between the device and the film. Preliminary data showed that the interactive video alone
(without the paired CPR Spring) improved CPR skill acquisition and retention by 50% in high school
students, compared to standard classroom training. The CPR Spring device has properties that more
closely mimic a real human chest than competitor devices. The combined CPR Spring + Interactive
Film was feasible in a classroom setting, engaging to students, and easy to use for teachers.
In phase II of this grant, we will build upon the success of phase I to create a commercially-ready
interactive CPR video game experience. This experience will include a new interactive CPR film
featuring a female victim, addressing gender disparities in bystander CPR. This film will interact with
an improved version of the CPR Spring, which communicates wirelessly with the film through mobile
device-based app and school computer via the local Wi-Fi network, providing real-time CPR quality
feedback for each Spring simultaneously while the film is playing. The interactive CPR video game
experience will improve upon current methods of training, by being: 1) Emotionally Engaging via
realistic cardiac arrest film footage; 2) Multi-sensory, engaging tactile, auditory, visual, and
psychomotor skills; 3) Realistic, both the tactile feel of the CPR Spring AND the realistic film; 4) More
interactive, through answering team-based questions and receiving real-time CPR quality feedback;
5) Affordable and practical, as it does not require an instructor; and 6) Modern, mimicking a video
game experience. We will compare our video game method to standard CPR training in schools,
reporting outcomes including longitudinal CPR skill retention, engagement, and emotional response.
Our goal is to develop a commercially-ready product that is 1/10th the cost and 1/5th the size of
current CPR manikins and requires no instructor, thereby offering a low-cost, low-profile, more
effective CPR course. This product has the potential to become the predominant method for training
CPR in North America, which could lead to more saved lives after cardiac arrest.

* Information listed above is at the time of submission. *

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