Development and evaluation of a serious game for bullying prevention with young students

一款针对青少年学生的预防欺凌严肃游戏的开发和评估

• 批准号: 9644106
• 负责人: MELISSA E. DEROSIER
• 金额: $ 69.09万
• 依托单位: 3-C INSTITUTE FOR SOCIAL DEVELOPMENT
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9644106
• 关键词: Address; Adolescence; Age; Area; Awareness; Behavior; Behavioral; Child; Childhood; Collaborations; Communities; Computers; Control Groups; County; Custom; Decision Making; Development; Emotional; Evaluation; Exposure to; Face; Failure; Feedback; Focus Groups; Fostering; Foundations; Goals; Guidelines; Home environment; Institutes; Learning; Learning Skill; Letters; Life; Logistics; Mental Health; Methods; Outcome; Parents; Pathway interactions; Persons; Phase; Pilot Projects; Prevention program; Problem Solving; Process; Randomized; Reporting; Research; Research Personnel; Resources; Risk; Schools; Secure; Self Efficacy; Self Management; Self Perception; Small Business Innovation Research Grant; Social Problems; Solid; Source; Students; Substance abuse problem; System; Teaching Method; Technology; Test Result; Testing; Time; Training; active control; base; bullying; bullying prevention; commercial application; commercialization; coping; cost; design; e-commerce; educational atmosphere; elementary school; emotional behavior; evidence base; experience; first grade; follow-up; gender difference; improved; kindergarten; learning strategy; peer; peer victimization; personalized learning; prevent; programs; prototype; racial and ethnic; school district; skills; social; social learning; social situation; software development; success; systematic review; teacher; tool; tutoring; usability; web site

Abstract Bullying is all too common in the early school years, occurring at approximately the same rate in Kindergarten and 1st (K1) grades as in later elementary school. Research underscores how bullying at an early age is predictive of continued bullying and peer victimization, and how all involved—bullies, victims, and bystanders— are at elevated risk for negative outcomes in many aspects of a child's social, emotional, and academic life. Recent reviews of school-based programs demonstrate that punitive, disciplinary approaches to bullying prevention do not work, and that social emotional learning (SEL) is a critical ingredient in effective programs. Unfortunately, logistical barriers (e.g., time, cost, need for trained staff) too often undermine schools' abilities to implement traditional in-person SEL strategies with all students. This SBIR Fast-Track will leverage cutting- edge intelligent social tutoring game technology to create a new, evidence-based serious game specifically designed to help younger students develop the social emotional skills they need to navigate bullying situations. 3C Institute is a leader in the field of game-based Intelligent Social Tutoring Systems (ISTS) with extensive experience creating and testing SEL games. 3C's ongoing collaboration with the Bellevue Public School in WA, Communities in Schools-Wake County Public Schools, NC, and our commercialization partner, Personalized Learning Games, will provide a solid foundation on which to build, test, and commercialize the proposed serious K1 SEL game product. Five specific aims will be accomplished. In Phase I, we will (1) create a serious game prototype based on input from K1 students, parents, and educators with a custom graphic design and storyworld and five prototype social problem solving (SPS) scenes. We will also (2) conduct end user tests with K1 students and educators who will review and evaluate the prototype. In Phase II, we will (3) develop the full product through an iterative testing process for a total of 25 SPS scenes aligned to CASEL's SEL framework (Self-management, Self-awareness, Social Awareness, Relationship Skills, & Responsible Decision Making) as well as online Student, Home, and Educator Portals. Then, we will (4) conduct a randomized active control pilot study to test the serious game's impact for improving K1 students' social emotional behavior, ability to problem solve in bullying situations, self-efficacy for coping with bullying, and awareness of behaviors that constitute bullying. We expect the SEL serious game to result in significant improvements in all areas compared to the active control group. Lastly, we will (5) prepare for commercialization by conducting focus groups with educators to finalize the complete product and formulate implementation guidelines for schools. We will also develop all needed online training demos and materials, finalize online reporting functions, and integrate e-commerce functions into the website. Our proposed product will meet a significant market need as the first rigorously tested serious game for SEL bullying prevention with younger students. We have already secured a pathway to market, with Personalized Learning Games, Inc. committed to offering the product.

抽象的 欺凌行为在学龄早期非常常见，在幼儿园的发生率大致相同 以及后来小学的一年级 (K1)。研究强调幼年时期的欺凌行为有多严重 预测持续的欺凌和同伴受害，以及所有参与者——欺凌者、受害者和旁观者——如何—— 在孩子的社交、情感和学业生活的许多方面出现负面结果的风险较高。 最近对学校项目的审查表明，针对欺凌行为采取惩罚性、纪律性的方法 预防不起作用，社交情感学习 (SEL) 是有效计划的关键要素。 不幸的是，后勤障碍（例如时间、成本、需要经过培训的工作人员）往往会削弱学校的能力 与所有学生实施传统的面对面 SEL 策略。该 SBIR 快速通道将利用切割- 边缘智能社交辅导游戏技术，专门打造全新、循证严肃游戏 旨在帮助年轻学生培养应对欺凌情况所需的社交情感技能。 3C Institute 是基于游戏的智能社交辅导系统 (ISTS) 领域的领导者，拥有广泛的研究成果 拥有创建和测试 SEL 游戏的经验。 3C 与华盛顿州贝尔维尤公立学校持续合作， 学校社区 - 北卡罗来纳州威克县公立学校和我们的商业化合作伙伴 Personalized 学习游戏将为构建、测试和商业化所提议的游戏提供坚实的基础 严肃的K1 SEL游戏产品。将实现五个具体目标。在第一阶段，我们将 (1) 创建一个 严肃的游戏原型基于 K1 学生、家长和教育工作者的意见，并采用定制的图形设计 故事世界和五个原型社会问题解决（SPS）场景。我们还将 (2) 进行最终用户测试 与 K1 学生和教育工作者一起审查和评估原型。在第二阶段，我们将 (3) 开发 通过迭代测试流程获得完整产品，总共 25 个 SPS 场景与 CASEL 的 SEL 一致 框架（自我管理、自我意识、社会意识、人际关系技巧和负责任的决策 制作）以及在线学生、家庭和教育者门户。然后，我们将（4）进行随机主动 控制试点研究，测试严肃游戏对改善 K1 学生社交情感行为的影响， 在欺凌情况下解决问题的能力、应对欺凌的自我效能以及行为意识 这构成了欺凌行为。我们期望 SEL 严肃游戏能够在所有领域带来显着改进 与活性对照组相比。最后，我们将（5）通过集中精力为商业化做准备 与教育工作者合作，最终确定完整的产品并为学校制定实施指南。 我们还将开发所有需要的在线培训演示和材料，最终确定在线报告功能，以及 将电子商务功能集成到网站中。我们提出的产品将满足重要的市场需求 第一个经过严格测试的针对年轻学生的 SEL 欺凌预防严肃游戏。我们已经 通过 Personalized Learning Games, Inc. 致力于提供该产品，确保了进入市场的途径。