Translating group programmes into online formats: establishing the acceptability of a parents' sex and relationships communication serious game.
Translating group programmes into online formats: establishing the acceptability of a parents' sex and relationships communication serious game.
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DOI：
10.1186/s12889-015-2545-0
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发表时间：
2015-12-09
影响因子：
4.5
通讯作者：
Brown KE
中科院分区：
文献类型：
--
作者：
Bayley JE;Brown KE
随着对青年人性健康和福祉的持续关注，越来越需要创新干预方法。让父母作为代理人来支持他们的孩子，同时利用日益复杂的技术选择，可以共同加强支持。将现有方案转换为基于互动游戏的选项，有可能扩大学习机会，同时保持行为改变技术的保真度。然而，这一办法是否可接受以及以这种方式调整资源的可行性尚待确定。本文报告了一个现有的小组方案（“我们应该告诉孩子们什么？”）的转换过程。并测试社区环境中的可接受性。原始程序的翻译包括选择练习和收集用户对角色和信息框架偏好的反馈。对于可接受性测试，父母被随机分配到游戏（n = 106）或对照（非交互式网页）条件（n = 76）。在时间1，所有参与者完成了人口统计学，计算机素养和计划行为理论（TPB）项目的调查。干预后（时间2）用户重复TPB问题，除了可接受性项目。干预后3个月进行访谈（n = 17），以收集有关将学习转移到真实的生活中的定性反馈。转换的过程中确定了明确的偏好，第一人称角色扮演，家庭设置和现实的字符以及积极措辞的反馈。评估结果表明，游戏是可以接受的父母在认知和情感方面，特别是年幼的孩子的父母。可接受性不受基线人口统计学、计算机技能或基线TPB变量的影响。MANOVA分析和定性反馈表明，有效地将学习转化为真实的生活的潜力。然而，在游戏条件下更有可能出现磨损，这可能是由于反馈文本量。一个手动的小组计划可以有效地转换成一个严肃的游戏格式，这是认知和情感上都可以接受的。干预可能更有效地针对有年幼子女的父母，进一步的游戏开发必须特别解决信息剂量问题。建立数字化转换团体计划的可行性是实施重点研究的重要一步。
With ongoing concerns about the sexual health and wellbeing of young people, there is increasing need to innovate intervention approaches. Engaging parents as agents to support their children, alongside capitalising on increasingly sophisticated technological options could jointly enhance support. Converting existing programmes into interactive game based options has the potential to broaden learning access whilst preserving behaviour change technique fidelity. However the acceptability of this approach and viability of adapting resources in this way is yet to be established. This paper reports on the process of converting an existing group programme (“What Should We Tell the Children?”) and tests the acceptability within a community setting. Translation of the original programme included selecting exercises and gathering user feedback on character and message framing preferences. For acceptability testing, parents were randomised to either the game (n = 106) or a control (non-interactive webpage) condition (n = 76). At time 1 all participants completed a survey on demographics, computer literacy and Theory of Planned Behaviour (TPB) items. Post intervention (time 2) users repeated the TPB questions in addition to acceptability items. Interviews (n = 17) were conducted 3 months post intervention to gather qualitative feedback on transfer of learning into real life. The process of conversion identified clear preferences for first person role play, home setting and realistic characters alongside positively phrased feedback. Evaluation results show that the game was acceptable to parents on cognitive and emotional dimensions, particularly for parents of younger children. Acceptability was not influenced by baseline demographics, computer skills or baseline TPB variables. MANOVA analysis and qualitative feedback suggest potential for effective translation of learning into real life. However attrition was more likely in the game condition, potentially due to feedback text volume. A manualised group programme can be viably converted into a serious game format which is both cognitively and emotionally acceptable. The intervention may be more effectively targeted at parents with younger children, and further game developments must particularly address information dosing. Establishing the viability of digitally converting a group programme is a significant step forward for implementation focused research.