Activities
出自Joyouswriting
| 第2行： | 第2行： | ||
<br> | <br> | ||
| - | Joshua | + | Ng, Joshua |
| + | University of California, Irvine | ||
| + | ngyf@uci.edu | ||
在2018年10月7日 (日) 23:04所做的修订版本
Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education
Ng, Joshua
University of California, Irvine
ngyf@uci.edu
Li, Xuanxi
East China Normal University
lixx@dedu.ecnu.edu.cn
Wendy
Chu, S. K.W.
University of Hong Kong
samchu@hku.hk
Abstract
This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on what what theory. A pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students.
Introduction
Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013).
With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.
When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).
Reference:
Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.
