Prototype for an online skills-based drug prevention program targeting youth 11-13

针对 11-13 岁青少年的基于技能的在线毒品预防计划原型

• 批准号: 10382037
• 负责人: William B. Hansen
• 金额: $ 25.61万
• 依托单位: PREVENTION STRATEGIES, LLC
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-30 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10382037
• 关键词: Address; Adolescence; Adoption; Adult; Age; Alcohol consumption; Assertiveness; Behavior; Biophysics; Child; Cigarette; Competence; Computers; Crystallization; Curiosities; Decision Making; Development; Drug Prevention Program; Drug usage; Educational Models; Elements; Emotional; Environment; Evaluation; Evidence based program; Face; Facebook; Family dynamics; Feedback; Focus Groups; Fostering; Future; Game Based Learning; Geography; Goals; Health; Health Educators; Health Promotion; Home; Immersion; Institutes; Instruction; Instructional Technology; Internet; Intervention; Interview; Knowledge; Learning; Life; Life Cycle Stages; Marijuana; Mechanics; Mediation; Methods; Middle School Faculty; Modeling; Motivation; Nature; Outcome; Peer Pressure; Perception; Performance; Pharmaceutical Preparations; Phase; Play; Prevention; Prevention program; Prevention strategy; Prevention trial; Problem Solving; Procedures; Process; Psychosocial Factor; Puberty; Recreation; Research; Research Personnel; Rewards; Risk Behaviors; Role; Sampling; School-Age Population; Science; Scientist; Shapes; Small Business Innovation Research Grant; Social Identification; Social Interaction; Social Network; Social Problems; Socialization; Stress; Teaching Method; Techniques; Technology; Testing; Thinking; Time; Video Games; Work; Youth; adolescent drug use; age group; animation; base; computer science; design; digital; drug abuse prevention; early adolescence; educational atmosphere; evidence base; experience; formative assessment; improved; insight; junior high school; learning outcome; machine learning algorithm; multi-ethnic; pandemic disease; parental influence; pedagogy; peer; peer influence; pressure; programs; prototype; recruit; research study; scaffold; service providers; skills; social; social skills; theories; usability

PROJECT ABSTRACT Drug prevention programs that migrate to the web are interactive, but mostly fail to engage youth and maximize program exposure. An alternative approach considers gamification with animated sequences and uses machine learning algorithms based on Markov Decision Processes to stimulate youths’ curiosity, engage them in a real-world scenario that requires real-time strategic thinking. In this Phase I SBIR, we propose to design, build, and test an alpha prototype for Skills-Based Learning (SBL) Online, a fully gamified drug abuse prevention program. Gamification studies now conclusively show that youth can and do learn from playing videogames, particularly when they feel immersed in the game, maintain high levels of curiosity, and form a social identity or close attachment to the characters in the game. Programs also stimulate learning when they provide scaffolding, using guiding, coaching, and modeling that help youth master skills and advance to new challenge levels. In addition, the game has to be responsive to the player, incorporate their in- game behavior, and tailor play to their skill levels as opposed to delivering a prefixed program. When these elements of a videogame come together, they have been shown to stimulate higher order thinking and problem-solving skills that have value in the real-world. We propose to blend instructional design principles with state-of-the-art gamification using machine learning algorithms to create a realistic animated game that teaches decision-making, problem-solving, and social skills. The game involves animation, brief video vignettes, non-playing characters, and a personalized pedagogical agent (an avatar) to guide youth through a simulated environment that presents them with realistic social interactional challenges. The program targets youth in early adolescence (ages 11 to 13), a period when they face numerous developmental challenges that when successfully negotiated helps them crystallize an identity. Shifting tides of influence from parents to peers, seeking emotional independence and greater autonomy plus the adoption of formal operational reasoning are a few of the many factors that fuel “storm and stress” during adolescence. This Phase I application will coalesce the strengths of prevention and computer scientists to build and test an alpha prototype of SBL Online. The study combines formative evaluation using focus groups to learn more about the nature of youths’ social interactions, the settings in which they encounter peer pressure, their perceptions of risky behavior, future orientation, and problem-solving skills they employ to offset life’s pressures. Usability testing iteratively covers early and later build phases, plus active playtesting using think-aloud techniques. A second thrust involves obtaining input from key stakeholders (middle school teachers, youth service providers) to ascertain the program’s developmental and cultural appropriateness and commercial potential. The technology partner (3C) has an extensive acumen building and commercializing social emotional learning- based health-related applications for children and youth including projects with the investigators.

项目摘要 转移到网络上的毒品预防计划是互动的，但大多数都未能吸引年轻人， 最大化节目曝光率另一种方法是考虑用动画序列进行游戏化， 使用基于马尔可夫决策过程的机器学习算法来激发年轻人的好奇心， 让他们参与需要实时战略思维的现实世界场景。在第一阶段SBIR中， 我建议设计，构建和测试基于技能的学习（SBL）在线的alpha原型，一个完全游戏化的 药物滥用预防计划。游戏化研究现在最终表明，年轻人可以而且确实从 玩电子游戏，特别是当他们沉浸在游戏中时，保持高度的好奇心， 与游戏中的角色形成一种社会身份或亲密的联系。课程还能刺激学习 当他们提供脚手架时，使用指导，教练和建模，帮助年轻人掌握技能， 提升到新的挑战水平。此外，游戏必须对玩家做出反应，将他们的想法融入其中， 游戏行为，并定制发挥他们的技能水平，而不是提供一个前缀程序。当这些 电子游戏的元素结合在一起，它们被证明可以刺激更高层次的思维， 解决问题的技能，在现实世界中有价值。我们建议将教学设计原则 使用机器学习算法来创建逼真的动画游戏， 教授决策、解决问题和社交技能。游戏涉及动画，简短的视频 小插曲，非游戏角色，和个性化的教学代理（化身），以指导青年通过一个 模拟环境，为他们提供现实的社交互动挑战。该方案针对 青少年早期（11至13岁），在这一时期，他们面临着许多发展挑战， 帮助他们明确身份。将父母的影响力转移到 同龄人，寻求情感独立和更大的自主权，加上通过正式的业务 推理是在青春期引发“风暴和压力”的众多因素中的一小部分。这项I期 应用程序将结合预防和计算机科学家的优势，建立和测试一个阿尔法 SBL Online的原型。这项研究结合了形成性评价，使用焦点小组来了解更多关于 青少年社会交往的性质，他们遇到同伴压力的环境，他们对 冒险行为，未来的方向，以及解决问题的技能，他们用来抵消生活的压力。可用性 迭代测试覆盖了早期和后期的构建阶段，加上使用有声思维技术的主动播放测试。一 第二个重点是从关键利益攸关方（中学教师、青年服务提供者）那里获得投入 以确定该计划的发展和文化的适当性和商业潜力。的 技术合作伙伴（3C）具有广泛的敏锐性，可以建立和商业化社会情感学习- 为儿童和青年提供基于健康的应用程序，包括与调查人员合作的项目。