Can immersive, playful experiences allow us to understand embodiment in Sex and Relationships Education?

身临其境、有趣的体验能让我们理解性与关系教育中的体现吗？

• 批准号: 1948803
• 金额: --
• 依托单位: Newcastle University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1948803
• 关键词: immersive; playful; experiences; allow; us

This project explores the co-design of immersive, playful experiences with sexual health stakeholders and whether this can give us insights into developing meaningful interventions within sexual health and sex and relationships education (SRE). Taking an action research approach, this project works alongside several sexual health stakeholders within the North East who use some level of immersive or playful methods in their provision and looks at how digital media tools can help to support and enhance their practice. In this way, this project aims to discover whether embodied, playful methods of delivering SRE provision can aid in delivering effective practice and whether this can give us any insights into the nature of bodily experience and understanding in sexual health education.Key Aims and ObjectivesWithin sexual health promotion, there is a move away from an individual model of behaviour change to one that takes an ecological approach - one that works collectively across social, educational and legal levels [1]. At the same time, there is a move to develop provision of Sex and Relationships Education (SRE) which is due to become compulsory within the UK from 2020 [2]. SRE is often seen to be lacking in the way it handles certain topics such as healthy relationships and how it is taught - often employing didactic, knowledge-based methods [3]. In this way, there is a move within SRE towards more dialogic methods which focus on conversation and which explore real-life situations and relationships. This provides a fitting context for exploring the provision and delivery of SRE. At the same time, the field of Human Computer Interaction (HCI) is increasingly looking into how we can create meaningful immersive experiences using technologies embedded into the environment and how these can be understood and applied in different contexts. This research will consider how these can be designed alongside stakeholders and will aim to explore bodily experience within these contexts. Given this, the primary research question for this project is "Can immersive, playful experiences allow us to understand embodiment in Sex and Relationships Education?" Methodology We will be taking an action research approach - working alongside several charities and public sector organisations within the North East to design immersive technologies. These groups have already reported success with their methods but have expressed a desire to improve them. Action research will allow us to work within their current practice in order to improve their provision and conduct research in a way that aims to be collaborative and democratic. We will conduct workshops with stakeholders and develop research through various deployments. Novel Content of this Research This research provides a unique insight into how immersive technologies can have an impact on education within healthcare and sensitive contexts. It will explore notions around embodied interaction, HCI, and the use of technologies for supporting healthcare within the community. Bibliography1. Daniel Stokols. 1992. Establishing and maintaining healthy environments: Toward a social ocology of health promotion. American Psychologist 47, 1: 6-22.2. Department for Education. 2019. Relationships Education, Relationships and Sex Education and Health Education (England) 2019). Retrieved from https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/Draft%20Regulations%201.0%20for%20HAC.pdf3. Simon Blake. 2008. There's a hole in the bucket: the politics, policy and practice of sex and relationships education. Pastoral Care in Education 26, 1: 33-41. https://doi.org/10.1080/02643940701848604

该项目探讨了与性健康利益相关者共同设计沉浸式，有趣的体验，以及这是否可以让我们深入了解性健康和性与关系教育（SRE）中有意义的干预措施。采取行动研究的方法，该项目与东北部的几个性健康利益相关者一起工作，他们在提供服务时使用某种程度的沉浸式或好玩的方法，并研究数字媒体工具如何帮助支持和加强他们的实践。通过这种方式，本项目旨在发现提供性健康教育的具体的、有趣的方法是否有助于提供有效的实践，以及这是否可以让我们深入了解性健康教育中身体体验和理解的本质。从个人的行为改变模式转向采取生态方法的模式-一种在社会、教育和法律的层面上共同发挥作用的模式[1]。与此同时，有一项举措是发展性和关系教育（SRE），这是由于从2020年起成为英国的义务教育[2]。SRE通常被认为缺乏处理某些主题的方式，例如健康的关系以及如何教授-通常采用说教，基于知识的方法[3]。通过这种方式，SRE内部正在转向更多对话方法，这些方法侧重于对话并探索现实生活中的情况和关系。这为探索提供和实施SRE提供了合适的背景。与此同时，人机交互（HCI）领域越来越多地关注我们如何使用嵌入到环境中的技术创造有意义的沉浸式体验，以及如何在不同的环境中理解和应用这些技术。这项研究将考虑如何与利益相关者一起设计这些，并旨在探索这些背景下的身体体验。鉴于此，该项目的主要研究问题是“沉浸式的，有趣的体验能让我们理解性和关系教育中的体现吗？“方法我们将采取行动研究的方法-与东北部的几个慈善机构和公共部门组织合作，设计沉浸式技术。这些团体已经报告说，他们的方法取得了成功，但表示希望加以改进。行动研究将使我们能够在他们目前的实践中工作，以改善他们的供应，并以一种旨在合作和民主的方式进行研究。我们将与利益相关者举办研讨会，并通过各种部署开展研究。这项研究提供了一个独特的见解，沉浸式技术如何在医疗保健和敏感环境中对教育产生影响。它将探索围绕体现互动，HCI的概念，并使用技术来支持社区内的医疗保健。参考书目1.丹尼尔·斯托科尔斯。1992.建立和维护健康的环境：走向健康促进的社会生态学。美国心理学家47，1：6-22.2。教育部。2019.关系教育，关系和性教育和健康教育（英格兰）2019）。检索自https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/Draft%20Regulations%201.0%20for%20HAC.pdf3。西蒙·布莱克2008.桶里有个洞：性与关系教育的政治、政策和实践。Pastoral Care in Education 26，1：33-41. https://doi.org/10.1080/02643940701848604