Revolutionizing Normative Re-education: Delivering Enhanced PNF within a Social Media Inspired Game About College Life

彻底改变规范再教育：在社交媒体启发的大学生活游戏中提供增强的 PNF

• 批准号: 10630277
• 负责人: Joseph W. Labrie
• 金额: $ 40.11万
• 依托单位: LOYOLA MARYMOUNT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-06-20 至 2025-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10630277
• 关键词: Address; Alcohol consumption; Alcoholic beverage heavy drinker; Alcohols; Android; Attention; Attitude; Award; Behavior; Cellular Phone; Clinical Trials; Cognitive; Compensation; Data; Development; Dose; Drug usage; Education; Effectiveness of Interventions; Elements; Enrollment; Esthesia; Feedback; Friends; Future; Growth; Health; Heavy Drinking; Impulsivity; Incentives; Individual; Internet; Intervention; Knowledge; Life; Light; Literature; Longevity; Measures; Mechanics; Mental Health; National Institute on Alcohol Abuse and Alcoholism; Online Systems; Participant; Pattern; Perception; Personality; Persons; Pilot Projects; Play; Prize; Psychological Theory; Randomized; Randomized, Controlled Trials; Reaction; Research; Risk Reduction; Site; Students; Surveys; System; Testing; Treatment Efficacy; Uncertainty; Universities; Viral; Voting; Work; alcohol consequences; alcohol exposure; alcohol intervention; alcohol measurement; alcohol prevention; alcohol risk reduction; cohort; college; cost; cost effective; critical period; design; digital; dosage; drinking; drinking behavior; effectiveness evaluation; efficacy evaluation; efficacy study; evidence base; experience; heavy drinking students; high risk drinking; high risk population; innovation; interest; matriculation; multi-site trial; novel; peer; personalized normative feedback; programs; psychologic; recruit; reduced alcohol use; remote delivery; response; sex; sexual identity; smartphone application; social; social media; student drinker; student drinking; student participation; trait; university student; young adult

Project Summary NIAAA identifies first-year college students as a high-risk group for heavy drinking and harmful consequences. Further, these students' perceptions of their peers' drinking (descriptive norms) are strong predictors of their own alcohol use and those norms are consistently misperceived; students overestimate peer drinking behavior, leading them to drink more themselves. Most universities require incoming students to complete remotely- delivered interventions to correct these misperceptions, known as Normative Re-education programs. However, the main risk-reduction approach in these programs, personalized normative feedback (PNF), suffers from limitations that have impeded large reductions in student alcohol use and consequences. Our pilot work has introduced a new smartphone-based app called CampusGANDR that delivers PNF within a weekly game about college life. During the game students submit questions, vote on their favorite questions, answer these questions, and win or lose points based on the accuracy of their responses. A major innovation of CampusGANDR is that it draws on recent literature in the field of gamification, adding features like points, leader boards, and chance-based uncertainty to make PNF more interesting, believable, and palatable to students. Further, we have successfully invited students to play the game voluntarily, rather than offering monetary compensation for taking part or making participation mandatory like most current programs and research initiatives. In the context of CampusGANDR students view feedback because they are intrinsically motivated, rather than extrinsically motivated, to do so. Based on extensive pilot work, the current proposal seeks to: 1) evaluate the efficacy of CampusGANDR in a large-scale multi-site trial; 2) identify the optimal dosage of alcohol feedback to deliver within CampusGANDR for correcting norms and reducing alcohol use among students who differ in alcohol use (non-drinkers, light to moderate drinkers, and heavy drinkers); 3) examine person-level moderators of intervention efficacy; and 4) evaluate the sustainability of CampusGANDR among students who use the app but aren't recruited into the study. During the first year of the project we will work with an award-winning app development company to design and program a fully-functional versions of the CampusGANDR app. Next, 2,400 first-year students will be recruited across three cohorts at two distinctly different campuses (Loyola Marymount University and the University of Houston) to play CampusGANDR for 12 weeks and to complete 4 surveys about their alcohol use and personality variables. Students who are not sampled into the survey study will still be able to take part in CampusGANDR, and their app usage data will be employed to measure the organic churn rate and viral growth coefficient of the app. The project will result in cutting-edge native smartphone (IOS, Android) and web-versions of the app able to dynamically tailor the dosage of alcohol feedback delivered based on students' alcohol experience at the point of matriculation.

项目摘要 NIAAA将大学一年级学生确定为酗酒和有害后果的高风险群体。 此外，这些学生对同龄人饮酒的看法（描述性规范）是他们饮酒的强预测因子。 自己的酒精使用和这些规范一直被误解;学生高估同伴饮酒行为， 让他们自己喝得更多。大多数大学要求新生远程完成- 采取干预措施纠正这些误解，即所谓的规范性再教育计划。 然而，这些项目中主要的降低风险的方法，个性化规范反馈（PNF）， 从限制，阻碍了大幅度减少学生饮酒和后果。我们的试点工作 推出了一款名为CampusGANDR的新智能手机应用程序，可以在每周的比赛中提供PNF 关于大学生活在游戏中，学生提交问题，投票选出他们最喜欢的问题，回答这些问题， 问题，并赢得或失去点的基础上，他们的回答的准确性。的一大创新 CampusGANDR是它借鉴了游戏化领域的最新文献，增加了点等功能， 领导委员会，和机会为基础的不确定性，使PNF更有趣，可信，可口的， 学生此外，我们成功地邀请学生自愿玩游戏，而不是提供 参加或强制参加的货币补偿，如大多数现行计划， 研究倡议。在CampusGANDR的背景下，学生查看反馈，因为他们本质上是 动机，而不是外在的动机，这样做。根据广泛的试点工作，目前的建议 旨在：1）评估CampusGANDR在大规模多中心试验中的疗效; 2）确定最佳的 在CampusGANDR内提供酒精反馈剂量，以纠正规范并减少酒精使用 在饮酒不同的学生中（不饮酒者、轻度至中度饮酒者和重度饮酒者）; 3） 检查干预效果的个人水平调节器;以及4）评估CampusGANDR的可持续性 在使用该应用程序但未被纳入研究的学生中。在项目的第一年，我们将 与一家屡获殊荣的应用程序开发公司合作，设计和编程功能齐全的 接下来，2,400名一年级学生将在两个不同的年龄段被招募。 不同的校园（洛约拉玛丽蒙特大学和休斯顿大学）发挥CampusGANDR为 12周，并完成4项关于他们的酒精使用和个性变量的调查。学生谁不是 抽样调查研究仍然可以参加CampusGANDR，他们的应用程序使用数据将被 用于衡量应用程序的有机流失率和病毒增长系数。该项目将导致 尖端的本地智能手机（IOS，Android）和网络版本的应用程序能够动态定制 根据学生在入学时的酒精经验提供的酒精剂量反馈。

项目成果

Integrating social media inspired features into a personalized normative feedback intervention combats social media-based alcohol influence.

• DOI: 10.1016/j.drugalcdep.2021.109007
• 发表时间: 2021-11-01
• 期刊: DRUG AND ALCOHOL DEPENDENCE
• 影响因子: 4.2
• 作者: Boyle, Sarah C.;LaBrie, Joseph W.;Baez, Sebastian;Taylor, J. Eason
• 通讯作者: Taylor, J. Eason

Religion and drinking: Differences between two campuses.

宗教和饮酒：两个校园之间的差异。

• DOI: 10.1016/j.alcohol.2023.01.005
• 发表时间: 2023
• 期刊: Alcohol (Fayetteville, N.Y.)
• 作者: Tomkins,MaryM;Wang,Carol;Weinstein,Andrew;Neighbors,Clayton;DiBello,AngeloM;Carey,KateB
• 通讯作者: Carey,KateB