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

这个项目探索了与性健康利益攸关方共同设计身临其境的游戏体验，以及这是否可以给我们在性健康和性与关系教育(SRE)中发展有意义的干预措施的见解。该项目采取行动研究的方法，与东北部的几个性健康利益攸关方合作，他们在提供服务时使用某种程度的身临其境或玩耍的方法，并着眼于数字媒体工具如何帮助支持和加强他们的做法。通过这种方式，这个项目旨在发现提供SRE服务的具体、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性质。主要目的和目的在性健康促进方面，从个人行为改变模式转向采取生态方法的模式--一种跨社会、教育和法律层面共同工作的模式[1]。与此同时，还有一项举措是发展性与关系教育(SRE)，这将从2020年起成为英国的必修课[2]。SRE经常被认为缺乏处理某些主题的方式，如健康的关系和如何教授--通常使用说教的、基于知识的方法[3]。这样，在SRE中就有了一种更具对话性的方法，这种方法侧重于对话，并探索现实生活中的情况和关系。这为探讨提供和交付可持续发展教育提供了适当的背景。与此同时，人机交互(HCI)领域越来越多地研究如何使用嵌入到环境中的技术来创造有意义的身临其境的体验，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项目，并旨在探索这些背景下的身体体验。有鉴于此，这个项目的主要研究问题是“身临其境的、有趣的体验能让我们理解在性与关系教育中的体现吗？”方法我们将采取行动研究的方法--与东北地区的几个慈善机构和公共部门组织合作，设计身临其境的技术。这些组织已经报告了他们的方法取得了成功，但表示希望改进这些方法。行动研究将使我们能够在它们目前的做法范围内开展工作，以便改进它们的提供，并以旨在合作和民主的方式开展研究。我们将与利益攸关方举办研讨会，并通过各种部署开展研究。这项研究的新内容这项研究为身临其境的技术如何在医疗保健和敏感环境中对教育产生影响提供了独特的见解。它将探索围绕实现的交互、人机交互和使用技术来支持社区内的医疗保健的概念。参考书目1。丹尼尔·斯托科斯。1992年。建立和维护健康环境：迈向健康促进的社会本位观。美国心理学家47，1：6-22.2。教育部。2019年。关系教育、关系和性教育及健康教育(英国)2019年)。从https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/Draft规则1.0中检索到HAC.pdf3。西蒙·布莱克。2008年。水桶里有一个洞：性和人际关系教育的政治、政策和实践。教育中的牧民关怀26，1：33-41。Https://doi.org/10.1080/02643940701848604

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