The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting (original) (raw)
Related papers
Serious Game for Relationships and Sex Education
Applications and Implications, 2013
This chapter illustrates the application of an Intervention Mapping approach to the development and design of a Serious Game addressing relationships and sex education (RSE) needs in British adolescents. Needs assessment identified experience of pressure/coercion in sexual relationships as the topic for a Serious Game-based RSE session. The process of applying intervention mapping including evidence review, identification of a programme goal, performance objectives and associated determinants, and change objectives are explicated. The way that these were translated into a concept and content for a Serious Game is explained. Evaluation plans grounded in the planning process, and commentary on challenges experienced, are also provided. The chapter provides an important contribution to approaches that can ensure efficacy of Serious Games applied to healthcare issues.
PR:EPARe: A Game-Based Approach to Relationship Guidance for Adolescents
Procedia Computer Science, 2012
Ensuring adolescents are equipped with the necessary skills to handle coercion and pressure from peers is a central component of effective relationship education. However, for teachers attempting to convey these principles, didactic methods have been shown to meet with limited success, as the highest-risk students may fail to engage with the subject matter in a meaningful fashion. In this paper, the potential a digital game may hold as a component of a blended learning solution to this problem is explored though the development of PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships). Adopting a participatory design approach, designers considered relevant input from stakeholders, subject experts, teachers and students in the development of PR:EPARe. Participatory involvement has allowed the game to be developed in such a way that draws focus on the role of the end user to extend from the traditional of successful game based learning. An examination of the first section of the PR:EPARe game is undertaken through a cluster randomized control trial of 507 students across three UK schools. Using ANOVA to demonstrating significant differences between control and game groups (p<0.05) for responses to a range of questions on preparedness and self-efficacy. An overall significant positive effect of the game over time when compared to the control (p<0.001) is observed. Based on these preliminary findings, the participatory approach to development is shown to lead to a developed game which is wellreceived by students, offering the potential to provide a valuable resource for teachers attempting to address this difficult subject within a classroom-based context.
Serious Games in Formal Education: Discussing Some
2011
Innovation in technology together with evolution in pedagogical approaches is encouraging increased integration of technology-supported interventions in mainstream teaching practices. One area attracting particularly close attention in this respect is Serious Games (SGs), which offer considerable potential for facilitating both formal and informal learning experiences in supported and standalone contexts. Advances in technology and in technology enhanced learning are raising learners' expectations for immersive and engaging game-based experiences. This trend is underpinned by the emergence of young learners adept at using digital technologies and the internet; there is an attendant risk that, as students, they may be alienated by traditional education and its failure to engage them fully in a lifelong learning process and prepare them adequately for the challenges of the 21st Century. SGs would appear to offer an attractive solution in this regard. However, there are a number of inhibitors preventing their wider take-up in mainstream education, with the result that the considerable potential on offer has yet to be fully exploited. This situation is the background for the joint efforts of partners in the Games and Learning Alliance (GALA), an EC-funded Network of Excellence on SGs, especially the subgroup dedicated to the pedagogical dimension of SGs. In its discussions on the key challenges for more wide-scale and effective SG use, the group has focused in particular on aspects related to the central role played by the educator in formal education settings. Specifically, discussion has focused on the challenges posed when educators are called on to modify their practice, adopting the new roles and approaches demanded for effective SG deployment. This paper presents the outcome of the group's exploration. It frames the question of the educator's central role by drawing on research work that, in the view of the different authors, embodies the major references for shedding light on this multi-faceted aspect. As well as the new role that the educator assumes in games-based learning environments, particular attention is also dedicated to the innovative pedagogical approaches that can be applied to SG deployment, especially those inspired by peer collaboration.
2011
This study investigates to what extent serious games support learning processes. We compared the abilities of two groups of high school students to answer questions on a subject that they were recently instructed on. The first group received its instructions by means of a serious game, the second group by means of a text. We discovered that the group that received its instructions via a serious game performed significantly better than the text group in solving the assignments. Surprisingly, the group that received its instructions via a text indicated that they were better motivated. Further analysis showed that clear gender differences were underlying these results: males benefitted most from instruction via a serious game, while females were better motivated by a text. From our results we conclude that serious games can be more effective in learning processes than written texts, but that they do not necessarily motivate students better than a textbook.
Flipping the Teacher's Role: What to Teach When Using Game- Based Learning
Proccedings of the 11th European conference on Games Based learning , 2017
Access to quality education is essential for children's academic, occupational, social, and emotional outcomes. Yet globally, 121 million school-aged children are out of school. Many of these children live in countries affected by armed conflict, poverty, or instability. Additionally, host countries-taking in refugee children-require innovative solutions to increase enrolment and reduce burden on existing education systems. For this reason, War Child Holland and TNO have developed Can't Wait to Learn, a tablet-based programme that teaches mathematics and literacy competencies to children in line with the national curriculum through a serious-gaming approach. The game has been tested in an out-of-school setting without teachers, current studies will also focus on classroom situations. Taking the game into the classroom raises a number of questions. What part of the role of a teacher can never be replaced by a tablet? How will teachers integrate the game into their classrooms? What is the most effective delivery model? And to what extent can learning be self-paced in the classroom? In this paper, we will discuss the role and responsibilities of teachers in game-based learning. While game-based learning offers good opportunities for children to work at their own level, and progress at their own rate, it can also add to the burden of teachers when differences in mastery levels of children increase even more because of using the game. It is quite clear that this is a delicate balance. We will present various possible delivery models, the support teachers need to be willing and able to use the games in the classroom, and an overview of the teacher training. Preliminary findings on the actual implementation of Can't Wait to Learn in the classroom will be available by the end of 2017.
2013
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Serious Games in Formal Education: Discussing Some Critical Aspects
2011
Innovation in technology together with evolution in pedagogical approaches is encouraging increased integration of technology-supported interventions in mainstream teaching practices. One area attracting particularly close attention in this respect is Serious Games (SGs), which offer considerable potential for facilitating both formal and informal learning experiences in supported and standalone contexts. Advances in technology and in technology enhanced learning are raising learners' expectations for immersive and engaging game-based experiences. This trend is underpinned by the emergence of young learners adept at using digital technologies and the internet; there is an attendant risk that, as students, they may be alienated by traditional education and its failure to engage them fully in a lifelong learning process and prepare them adequately for the challenges of the 21st Century. SGs would appear to offer an attractive solution in this regard. However, there are a number of inhibitors preventing their wider take-up in mainstream education, with the result that the considerable potential on offer has yet to be fully exploited. This situation is the background for the joint efforts of partners in the Games and Learning Alliance (GALA), an EC-funded Network of Excellence on SGs, especially the subgroup dedicated to the pedagogical dimension of SGs. In its discussions on the key challenges for more wide-scale and effective SG use, the group has focused in particular on aspects related to the central role played by the educator in formal education settings. Specifically, discussion has focused on the challenges posed when educators are called on to modify their practice, adopting the new roles and approaches demanded for effective SG deployment. This paper presents the outcome of the group's exploration. It frames the question of the educator's central role by drawing on research work that, in the view of the different authors, embodies the major references for shedding light on this multi-faceted aspect. As well as the new role that the educator assumes in games-based learning environments, particular attention is also dedicated to the innovative pedagogical approaches that can be applied to SG deployment, especially those inspired by peer collaboration.
British Journal of Educational Technology, 2014
He has conducted research in the area of serious games in health and education. John Cosmas is a professor of multimedia systems in the School of Engineering and Design at Brunel University. He has conducted research in multimedia systems in several application areas including education. Amar Aggoun is a professor and head of the Department of Computer Science and Technology at the University of Bedfordshire. He has conducted research in information and communication technologies across several fields including education.
The fundamental purpose of education is to guarantee that all students benefit from the learning experience to the full, by ensuring their participation in public, community and economic life. To achieve this, educators need new methodologies which would help them reach these goals using the most effective tools possible. A myriad of methods have been used so far and the idea of fun learning through the use of games is permeating through the educational system as being an effective way of educating the students. In the following study, we will peep into the future of education by seeing what educators and their students think about it. We will see if they’re ready to put aside more traditional methods whilst resorting to games as effective teaching tools.
Serious games for sex education of adolescents and youth: integrative literature review
Ciência & Saúde Coletiva
This study aims to map educational games related to the sexuality of adolescents/young people, based on publications that occurred over the last decade (2011 to 2020). An integrative review was performed in the Web of Science, SCOPUS, MEDLINE/PubMed, and LILACS databases in September 2020, with the final inclusion of 16 studies. Games developed on four continents were identified, predominantly in high-income countries, with the United States of America and Brazil being those that published the most. The tools consisted mostly of videogames and digital games, with the adoption of simulated scenarios and plots. Regarding development, there was a preference for the participatory construction mode, while some also underwent a validation process. The tools addressed several areas of human sexuality and demonstrated a positive potential for use, with educational gains and changes in habits, but their results need to be carefully considered. Only the effects of three games were evaluated b...