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在2018年10月9日 (二) 17:06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

Rescue Mission: Gamification of Sex Education for Hong Kong Students Hong Kong societic values has been increasingly liberal; those values are not limited to sex and relationships. One of the effect of this phenomenon is the increasing numbers of underage sexual intercourse among HK adolescents (Family Planning Association of Hong Kong, 2012). Unfortunately the increase of underage sex has also increased the numbers of several health issues especially amongst HK adolescents. Two of these health issues are the spread of sexually transmitted infections (STI) and unplanned pregnancy (Tsang, 2014). To prevent the health risks of unsafe sexual activities, adolescents should be properly informed about sex education (SE). Regrettably current SE atmosphere in HK is far from adequate. According to Red Ribbon Centre (2014), HK secondary school instructors only spend on average three hours per academic year teaching topics related to SE and had received minimal training and resources to educate students on SE. The HK secondary school curriculum is also highly selective on the SE topics being taught in the classroom (Curriculum Development Council, 1998). With these issues in mind, SE has largely been ineffective within the classrooms of HK. But to further complicate this issue, traditional Chinese values further obstruct topics related to SE being discussed in and outside of classrooms (Chang, 1991, Okasaki, 2002). With the above factors affecting the overall SE atmosphere, HK adolescents had minimal, if at all, exposure to the wholistic discussion of SE. This phenomenon also arguably restricted awareness of safe sex among HK adolescents which could further intensify the already increasing numbers of STI and unplanned pregnancy (FPAHK, 2012; Tsang, 2014). With the current SE atmosphere in HK, an effective method to educate HK students in SE and to have them engage in a healthy discussion is imminent and urgent.

"Gamification: An alternative method" Previous literature had suggested alternative methods to foster SE and discussion within and outside of classrooms; one of which is through gamification (Kapp, 2012). Some scholars had defined game as “systematic” abstracts which allows its participant(s) to engage in a fictional “conflict” (Salen & Zimmerman, 2004). Gamification is to use elements of games to foster “learning and engagement” of a certain subject or idea (Kapp, 2012). Even though there were no standardized measures, Kapp (2012) suggested twelve elements present in games. The elements are (1) “Abstractions of concepts and reality”; (2) “Goals”; (3) “Rules” (Keller, 1987), (4) “Conflict, competition, or cooperation” (Malone & Lepper, 1988); (5) “Time”; (6) “Reward structures”; (7) “Feedback” (Hunicke, 2009); (8) “Levels”; (9) “Storytelling”; (10) “Curve of interest”; (11) “Aesthetics”; (12) “Replay or do over”. Several theories from previous literature supports gamification in education. One of which is motivation theory, especially in the taxonomy of intrinsic motivation (Lepper, 1988; Malone, 1988). Other theories are self-determination theory (Ryan and Deci, 2000), social learning theory (Bandura & Walters, 1971), and flow theory (Csikszentmihalyi, 1975). Previous research had demonstrated the efficiency of using games in education compared to dictated classroom approaches (Arnab et. al., 2013). One of the conclusions was gamification creates effective interventions which stimulated peer involvement within the discussed topic. The interactive process of gamification is not only engaging but also pedagogically sound, which are vital to effective learning (Arnab et. al. 2013). Other prior researches had applied gamification in sex education in their respective cultural contexts and achieved positive results (Bull, Levine, Black, Schmiege, & Santelli, 2012; Frost, Lindberg, & Finer, 2012). Therefore gamification could be an effective alternative to the current model of HK secondary schools to foster a more engaging discussion of SE. Rescue Mission and its Game Elements In collaboration with the Hong Kong Jockey Club, Dr. S. Chu from Hong Kong University has launched a website called “Rescue Mission” (RM) in 2016 aiming to educate HK secondary school students on the proper information and attitudes of SE by gamifying the learning process. RM only has one goal to its players: To rescue a dying patient. But to rescue the patient the player has to answer multiple-choice questions from different modules about SE correctly. These questions were derived from readings from institutions that had been contributing to developing SE, such as FPAHK. Answering the questions correctly would improve the patient’s health, even becoming a superhuman. Failing to answer the questions correctly would deteriorate the patient’s health, even to his death. Fortunately, the patient could be resurrected by correctly answering more questions. The player would receive a second chance if they answer a question incorrectly at first, but they would only receive 80% of the score as a slight penalty for a correct second try. There is also an online leaderboard for the player to input an alias to compare their scores to other players. There are several design details that RM takes advantage of the game elements suggested by Kapp (2012). With “Abstractions of concepts and reality”, the patient can be resurrected and to have super powers, which are both fantastical elements but they motivate the player to learn more about. The player also fulfills the goals of rescuing the patients and potentially to compete with other players, while indirectly fulfilling the goal of the designer - to learn about SE. The rules of the game is clearly defined; wrong answers would have negative reinforcements while right answers would have positive reinforcements. There are less conflicts and cooperation being exhibited as RM is a single-player game, but competition is clearly demonstrated with the leaderboard system. Time is not a resource in-game, but is one within competition between players as most players are trying to get the highest scores in the least amount of time. RM also exhibits reward structures as the in-game reward is the patient’s health while social reward in the leaderboard. Feedbacks are also available in-game as there would be sub-texts informing the player in both failed and successful attempts; moreover, both the sub-texts would guide the player to think in a certain direction if they have failed their attempts as scaffolding support. RM also has multiple modules and topics of SE to learn from. The last question of each module is a “Challenge Question” and would reward the player with bonus points if they correctly answered the “Challenge Question”. RM does not have a deep narrative, but there is a sense of narrative in rescuing the dying patient. Although aesthetics is a subjective concept, the illustrations on RM were all original. RM also has freedom to fail but different levels of consequence. RM does demonstrate most, if not all, of the elements being proposed by Kapp (2012). But RM have also added two additional elements which further foster the SE learning experience in the context for HK students. The first is anonymity on the leaderboard. The player may enter their alias instead of their actual names may reduce the social stigma from peers for either scoring too high or low. The accessibility of RM is also critical as a design element; making RM a public online domain may let HK students to learn about SE and compete with others as long as they have a device that connects to the internet.

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 (please find the theory - what what theory). This study described the design of this platform. Besides, 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.

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 University of California, Irvine
 ngyf@uci.edu
+Rescue Mission: Gamification of Sex Education for Hong Kong Students
+Hong Kong societic values has been increasingly liberal; those values are not limited to sex and relationships. One of the effect of this phenomenon is the increasing numbers of underage sexual intercourse among HK adolescents (Family Planning Association of Hong Kong, 2012). Unfortunately the increase of underage sex has also increased the numbers of several health issues especially amongst HK adolescents. Two of these health issues are the spread of sexually transmitted infections (STI) and unplanned pregnancy (Tsang, 2014). To prevent the health risks of unsafe sexual activities, adolescents should be properly informed about sex education (SE).
+Regrettably current SE atmosphere in HK is far from adequate. According to Red Ribbon Centre (2014), HK secondary school instructors only spend on average three hours per academic year teaching topics related to SE and had received minimal training and resources to educate students on SE. The HK secondary school curriculum is also highly selective on the SE topics being taught in the classroom (Curriculum Development Council, 1998). With these issues in mind, SE has largely been ineffective within the classrooms of HK. But to further complicate this issue, traditional Chinese values further obstruct topics related to SE being discussed in and outside of classrooms (Chang, 1991, Okasaki, 2002). With the above factors affecting the overall SE atmosphere, HK adolescents had minimal, if at all, exposure to the wholistic discussion of SE. This phenomenon also arguably restricted awareness of safe sex among HK adolescents which could further intensify the already increasing numbers of STI and unplanned pregnancy (FPAHK, 2012; Tsang, 2014). With the current SE atmosphere in HK, an effective method to educate HK students in SE and to have them engage in a healthy discussion is imminent and urgent.
+"Gamification: An alternative method"
+Previous literature had suggested alternative methods to foster SE and discussion within and outside of classrooms; one of which is through gamification (Kapp, 2012). Some scholars had defined game as “systematic” abstracts which allows its participant(s) to engage in a fictional “conflict” (Salen & Zimmerman, 2004). Gamification is to use elements of games to foster “learning and engagement” of a certain subject or idea (Kapp, 2012). Even though there were no standardized measures, Kapp (2012) suggested twelve elements present in games. The elements are (1) “Abstractions of concepts and reality”; (2) “Goals”; (3) “Rules” (Keller, 1987), (4) “Conflict, competition, or cooperation” (Malone & Lepper, 1988); (5) “Time”; (6) “Reward structures”; (7) “Feedback” (Hunicke, 2009); (8) “Levels”; (9) “Storytelling”; (10) “Curve of interest”; (11) “Aesthetics”; (12) “Replay or do over”.
+Several theories from previous literature supports gamification in education. One of which is motivation theory, especially in the taxonomy of intrinsic motivation (Lepper, 1988; Malone, 1988). Other theories are self-determination theory (Ryan and Deci, 2000), social learning theory (Bandura & Walters, 1971), and flow theory (Csikszentmihalyi, 1975).
+Previous research had demonstrated the efficiency of using games in education compared to dictated classroom approaches (Arnab et. al., 2013). One of the conclusions was gamification creates effective interventions which stimulated peer involvement within the discussed topic. The interactive process of gamification is not only engaging but also pedagogically sound, which are vital to effective learning (Arnab et. al. 2013). Other prior researches had applied gamification in sex education in their respective cultural contexts and achieved positive results (Bull, Levine, Black, Schmiege, & Santelli, 2012; Frost, Lindberg, & Finer, 2012). Therefore gamification could be an effective alternative to the current model of HK secondary schools to foster a more engaging discussion of SE.
+Rescue Mission and its Game Elements
+	In collaboration with the Hong Kong Jockey Club, Dr. S. Chu from Hong Kong University has launched a website called “Rescue Mission” (RM) in 2016 aiming to educate HK secondary school students on the proper information and attitudes of SE by gamifying the learning process.
+RM only has one goal to its players: To rescue a dying patient. But to rescue the patient the player has to answer multiple-choice questions from different modules about SE correctly. These questions were derived from readings from institutions that had been contributing to developing SE, such as FPAHK. Answering the questions correctly would improve the patient’s health, even becoming a superhuman. Failing to answer the questions correctly would deteriorate the patient’s health, even to his death. Fortunately, the patient could be resurrected by correctly answering more questions. The player would receive a second chance if they answer a question incorrectly at first, but they would only receive 80% of the score as a slight penalty for a correct second try. There is also an online leaderboard for the player to input an alias to compare their scores to other players.
+There are several design details that RM takes advantage of the game elements suggested by Kapp (2012). With “Abstractions of concepts and reality”, the patient can be resurrected and to have super powers, which are both fantastical elements but they motivate the player to learn more about. The player also fulfills the goals of rescuing the patients and potentially to compete with other players, while indirectly fulfilling the goal of the designer - to learn about SE. The rules of the game is clearly defined; wrong answers would have negative reinforcements while right answers would have positive reinforcements. There are less conflicts and cooperation being exhibited as RM is a single-player game, but competition is clearly demonstrated with the leaderboard system. Time is not a resource in-game, but is one within competition between players as most players are trying to get the highest scores in the least amount of time. RM also exhibits reward structures as the in-game reward is the patient’s health while social reward in the leaderboard. Feedbacks are also available in-game as there would be sub-texts informing the player in both failed and successful attempts; moreover, both the sub-texts would guide the player to think in a certain direction if they have failed their attempts as scaffolding support. RM also has multiple modules and topics of SE to learn from. The last question of each module is a “Challenge Question” and would reward the player with bonus points if they correctly answered the “Challenge Question”. RM does not have a deep narrative, but there is a sense of narrative in rescuing the dying patient. Although aesthetics is a subjective concept, the illustrations on RM were all original. RM also has freedom to fail but different levels of consequence.
+RM does demonstrate most, if not all, of the elements being proposed by Kapp (2012). But RM have also added two additional elements which further foster the SE learning experience in the context for HK students. The first is anonymity on the leaderboard. The player may enter their alias instead of their actual names may reduce the social stigma from peers for either scoring too high or low. The accessibility of RM is also critical as a design element; making RM a public online domain may let HK students to learn about SE and compete with others as long as they have a device that connects to the internet.