Digitally Blending HIV Prevention for Heightened Impact

描述（由申请人提供）：年轻人仍然不成比例地受到艾滋病毒的影响。以学校为基础的预防方案，如降低风险（RTR），已证明在减少与艾滋病毒传播有关的性冒险行为方面具有有效性。学校环境是向全国青少年提供有效预防教育的重要场所，大多数州都有要求在学校开展性和/或艾滋病毒教育的政策。RTR是一个广泛使用的艾滋病毒预防项目——可能是美国学校中使用最广泛的项目——多次重复研究发现青少年的结果发生了积极的变化。然而，RTR的长度（17小时的课时）给复制它的教育者带来了挑战，它没有采用现代（更不用说创新）的数字技术，也没有解决当前基于数字的性压力趋势。需要一种现代化的教学模式，利用最近的趋势，如翻转课堂混合学习模式和技术进步（例如，Web 2.0工具），可以增强学生的动机和感知相关性，产生更强、更持久的影响。拟议的研究旨在通过确定制作和使用14-18岁儿童RTR“混合”学习版本的技术优点和可行性，解决这些挑战/需求。混合RTR （BRTR）原型将使用翻转课堂混合学习方法，包括传统的RTR课堂活动和新的转换在线活动（eRTR活动），这些活动将由青少年在课堂外完成，作为要求的家庭作业。第一阶段项目将为前8次RTR会议开发BRTR原型，并为教师和学生提供接口。原型的可用性和可接受性将由大约5-8名教师和100-150名学生进行试点和评估。试点测试师生的总体可行性指标为：1)

DESCRIPTION (provided by applicant): Young people remain disproportionately affected by HIV. School-based prevention programs, such as Reducing the Risk (RTR), have demonstrated effectiveness in reducing the sexual risk-taking behaviors associated with HIV transmission. School settings are an important venue for reaching adolescents nationwide with effective prevention education, and most states have policies requiring sexuality and/or HIV education in schools. RTR is a widely used HIV prevention program - potentially the most widely used in US schools - with multiple replication studies finding positive changes in youth outcomes. However, RTR's length (17 hours of class time) challenges educators who replicate it, it does not employ modern (let alone innovative) use of digital technology, nor does it address current trends in digitally-based sexual pressure. A modernized delivery model is needed that capitalizes on recent trends, such as the flipped classroom blended learning model and technological advances (e.g., Web 2.0 tools) that may enhance students' motivation and perceived relevancy, yielding stronger and more lasting impact. The proposed study aims to address these challenges/needs by establishing the technical merit and feasibility of producing and using a "blended" learning version of RTR for 14-18 year olds. The Blended RTR (BRTR) prototype will use a flipped classroom blended learning approach and include traditional RTR classroom-based activities and new transposed online activities (eRTR activities) to be completed by youth as required homework, outside of the classroom. The Phase I project will develop the BRTR prototype for the first 8 RTR sessions with interfaces for teachers and students. The prototype's usability and acceptability will be piloted and assessed with approximately 5-8 teachers and 100-150 students. The general feasibility indicators for pilot testing teachers and students are:1) Teachers implement BRTR as designed, find it easy to use and scalable for other schools and would recommend BRTR to others; 2) students find eRTR activities easy to use, engaging, and the content relevant and understandable and a majority would (or did) recommend BRTR to friends; 3) students show positive changes in their levels of knowledge, attitudes, and intentions regarding sexual activity from pretest to posttest; and 4) a majority of youth complete the majority of eRTR activities as assigned. The results of this project will inform a future Phase II proposal that will aim to produce and evaluate the effectiveness (with a randomized controlled trial) of the full BRTR curriculum to engage youth in an evidence-based intervention and reduce their sexual risk-taking behavior.