My goal is for the MMT to make each factor clear, memorable, and personally relatable. Instead of just reading facts, the audience will take part in small activities designed around the exact forces that influence vaping.

For peer influence, the chain-reaction activity shows how quickly one person’s decision spreads through a group. This helps students see how social pressure works in real life, not just on paper.

For advertising, the “Real or Fake Ad” game teaches how easily companies use colors, humor, and familiar influencers to make vaping look harmless. By trying to guess which ads were produced for real companies, viewers see the persuasive power of such methods.

For poor mental health, this interactive scenario game demonstrates how stress, anxiety, and loneliness may lead a person to vape. This exercise brings awareness to the class that emotional problems make a person more susceptible to risky behaviors.

In essence, the MMT initiative translates academic concepts— such as social influences, mindset/settling, and comfort—into living experiences where individuals can feel for themselves how these concepts operate. As a learning-by-participating exercise for the individuals involved, this initiative would help individuals understand better why vape culture snowballs and why vape culture remains more than a matter of personal preference.

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