The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting
The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting
复制标题
DOI：
10.1016/j.compedu.2013.06.013
复制
发表时间：
2013-11-01
影响因子：
12
通讯作者：
de Freitas, Sara
中科院分区：
文献类型：
--
作者：
Arnab, Sylvester;Brown, Katherine;de Freitas, Sara
与激发同伴讨论和辩论的方法相比，关系和性教育（RSE）的教学方法已被证明产生有限的结果。制定有效的干预措施，鼓励同伴参与，仍然是一项艰巨的任务，找到一个不仅具有吸引力而且在教学上合理的解决办法至关重要。因此，存在一个案例来探索游戏技术如何促进更可行的解决方案。本文介绍了一个数字游戏的开发方法：PR：EPARe（积极的关系：消除青少年关系中的胁迫和压力），由英国考文垂大学青少年性健康研究（SASH）研究小组和严肃游戏研究所（SGI）的跨学科研究人员设计。游戏内容的心理目标是通过干预映射（IM）和游戏设计过程的基础上的四维学习框架（4DF），强调部署的背景下，学习者分析和教学的角度，影响学习内容的表示模式。游戏解决方案的早期有效性测试通过在当地学校进行的一项随机分组对照试验（n = 505）进行了验证，根据自我报告的避免胁迫的心理社会准备措施（F [3，501] = 15.306，p < 0.001，eta（2）（p）= 0.084），显示了一些有利于基于游戏的方法的积极结果。观察数据的分析表明，这种互动的游戏为基础的方法与传统的课堂教学相结合，鼓励教师和学生参与社区讨论和汇报期间和之后的游戏。总之，结果表明，真实的好处，教学驱动的游戏为基础的方法，以支持交付RSE在课堂设置。(C)2013爱思唯尔有限公司保留所有权利。
Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions. This paper presents the development approach of a digital game: PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships), designed by a cross-disciplinary team of UK researchers from Coventry University's Studies in Adolescent Sexual Health (SASH) research group and the Serious Games Institute (SGI). Psychological targets for game content were identified through Intervention Mapping (IM) and the game design process was based on the Four-Dimensional Framework of Learning (4DF) emphasizing the context of deployment, learner profiling and the pedagogical perspective that influence the mode of representation of the learning content. Early efficacy testing of the game solution was validated through a cluster-randomized controlled trial in local schools (n = 505) indicated some positive outcomes in favour of the game-based approach, based on self-reported measures of psycho-social preparedness for avoiding coercion (F [3, 501] = 15.306, p < 0.001, eta(2)(p) = 0.084). Analysis of observation data suggests that blending this interactive game-based approach with traditional classroom delivery encouraged the teachers and students to engage in communal discussions and debriefing during and after game play. Together, the results demonstrated real benefits for pedagogy-driven game-based approaches to support the delivery of RSE within a classroom setting. (C) 2013 Elsevier Ltd. All rights reserved.