scholarly journals Outcomes assessment pitfalls: challenges to quantifying knowledge gain in a sex education game

2020 ◽  
Vol 4 ◽  
pp. 73
Author(s):  
Elena Bertozzi ◽  
Amelia Bertozzi-Villa ◽  
Swathi Padankatti ◽  
Aparna Sridhar
Keyword(s):  
Sex Education ◽  
Game Design ◽  
Outcomes Assessment ◽  
Human Anatomy ◽  
Human Reproduction ◽  
Educational Game ◽  
Knowledge Gain ◽  
Post Process ◽  
Before And After ◽  
Post Test

Background: We describe challenges associated with incorporating knowledge assessment into an educational game on a sensitive topic and discuss possible motivations for, and solutions to, these challenges. Methods: The My Future Family Game (MFF) is a tool for collecting data about family planning intentions. The game was expanded to include information about human anatomy and sexual reproduction. To assess the efficacy of the game as a tool for teaching sexual education, we designed a pre-post study with assessments before and after the game which was deployed in three schools in and around Chennai, India in summer of 2018. Results: The pre-post process did not effectively assess knowledge gain and made the game less enjoyable. Although all participants completed the pre-test because it was required to access the main game, many did not complete the post test. As a result, the post-test scores are of limited use in assessing the efficacy of the intervention as an educational tool. This deployment demonstrated that pre-post testing has to be integrated in a way that motivates players to improve their scores in the post-test. The pre-test results did provide useful information about players’ knowledge of human anatomy and mechanisms of human reproduction prior to gameplay and validated the tool as a means of data collection. Conclusion: Adding outcomes assessment required asking players questions about sexual anatomy and function with little or no introduction. This process undermined elements of the initial game design and made the process less enjoyable for participants. Understanding these failures has been a vital step in the process of iterative game design. Modifications were made to the pre-post test process for future deployments so that the process of assessment does not diminish enthusiasm for game play or enjoyment and motivates completion of the post-test as part of gameplay.

Emotional Agents in Educational Game Design

2021 ◽  
Vol 11 (4) ◽  
pp. 72-89
Author(s):  
Mirela Gutica ◽  
Stephen Petrina
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Learning Technologies ◽  
Educational Game ◽  
Emotional Engagement ◽  
Emotional States ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Emotional Agents

Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners' cognitive and emotional states. This article addresses students' attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students' subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.

scholarly journals A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors

10.28945/4455 ◽  
2019 ◽  
Vol 18 ◽  
pp. 481-507 ◽  
Author(s):  
Yusep Rosmansyah ◽  
Mohamad Achiruzaman ◽  
Ariq Bani Hardi
Keyword(s):  
Game Design ◽  
Online Training ◽  
Virtual Learning Environment ◽  
Educational Game ◽  
Future Research ◽  
Knowledge Gain ◽  
Food Crops ◽  
Design Framework ◽  
Productivity Data

Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.

scholarly journals Outcomes assessment pitfalls: challenges to quantifying knowledge gain in a sex education game

2020 ◽  
Vol 4 ◽  
pp. 73
Author(s):  
Elena Bertozzi ◽  
Amelia Bertozzi-Villa ◽  
Swathi Padankatti ◽  
Aparna Sridhar
Keyword(s):  
Sexual Reproduction ◽  
Sex Education ◽  
Effective Means ◽  
Human Anatomy ◽  
Assessment Process ◽  
Cultural Norms ◽  
Knowledge Gain ◽  
Intuitive Interfaces ◽  
The Impact ◽  
Careful Design

Background: The use of videogames as a public health tool is rapidly expanding. Accurate assessment of the efficacy of such games is complicated by many factors. We describe challenges associated with measuring the impact of playing a videogame with information about human sexual anatomy and reproduction and discuss motivations for, and solutions to, these challenges. Methods: The My Future Family Game (MFF) is a validated tool for collecting data about family planning intentions which includes information about human anatomy and sexual reproduction. We sought to assess the efficacy of the game as a tool for teaching sexual education using a pre-post model which was deployed in three schools in and around Chennai, India in summer of 2018. Results: The MFF game was successfully modified to collect data about players’ pre-gameplay knowledge of sexual anatomy and processes. The post gameplay assessment process we used did not effectively assess knowledge gain. Designing assessments for games dealing with sexuality presents challenges including: effectively communicating about biological parts and processes, designing usable and intuitive interfaces with minimal text, ensuring that all parts of the process are fun, and integrating assessments into the game in a way that makes them invisible. Conclusion: Games can be an effective means of gathering data about knowledge of sex and reproduction that it is difficult to obtain through other means. Assessing knowledge about human sexual reproduction is complicated by cultural norms and taboos, and technical hurdles which can be addressed through careful design. This study adds to the sparse literature in the field by providing information about pitfalls to avoid and best practices in this evolving area.

scholarly journals Outcomes assessment pitfalls: challenges to quantifying knowledge gain in a sex education game

2021 ◽  
Vol 4 ◽  
pp. 73
Author(s):  
Elena Bertozzi ◽  
Amelia Bertozzi-Villa ◽  
Swathi Padankatti ◽  
Aparna Sridhar
Keyword(s):  
Sexual Reproduction ◽  
Sex Education ◽  
Effective Means ◽  
Human Anatomy ◽  
Assessment Process ◽  
Cultural Norms ◽  
Knowledge Gain ◽  
Intuitive Interfaces ◽  
The Impact ◽  
Careful Design

Background: The use of videogames as a public health tool is rapidly expanding. Accurate assessment of the efficacy of such games is complicated by many factors. We describe challenges associated with measuring the impact of playing a videogame with information about human sexual anatomy and reproduction and discuss motivations for, and solutions to, these challenges. Methods: The My Future Family Game (MFF) is a validated tool for collecting data about family planning intentions which includes information about human anatomy and sexual reproduction. We sought to assess the efficacy of the game as a tool for teaching sexual education using a pre-post model which was deployed in three schools in and around Chennai, India in summer of 2018. Results: The MFF game was successfully modified to collect data about players’ pre-gameplay knowledge of sexual anatomy and processes. The post gameplay assessment process we used did not effectively assess knowledge gain. Designing assessments for games dealing with sexuality presents challenges including: effectively communicating about biological parts and processes, designing usable and intuitive interfaces with minimal text, ensuring that all parts of the process are fun, and integrating assessments into the game in a way that makes them invisible. Conclusion: Games can be an effective means of gathering data about knowledge of sex and reproduction that it is difficult to obtain through other means. Assessing knowledge about human sexual reproduction is complicated by cultural norms and taboos, and technical hurdles which can be addressed through careful design. This study adds to the sparse literature in the field by providing information about pitfalls to avoid and best practices in this evolving area.

scholarly journals Islamic Sex Education (ISE) Conceptual Model of Cognitive Theories–The Findings

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Nurtihah Mohamed Noor ◽  
Abdul Nasir Zulkifli ◽  
Mohd Fitri Yusoff ◽  
Fadzilah Siraj
Keyword(s):  
Conceptual Model ◽  
Sex Education ◽  
Learning Evaluation ◽  
Cognitive Theories ◽  
Before And After ◽  
Post Test ◽  
Overall Effectiveness

This study proposes a conceptual model of Islamic Sex Education (ISE) and an ISE courseware based on the model; named Al-Adab, in conveying rightful sex education information to the parents, particularly Muslims. By the end of the study two evaluations were conducted namely; learning evaluation and reaction evaluation to investigate the effectiveness of the prototype as well as the constructed model with 41 respondents, which are parents. Employing the pre and post test, learning evaluation that includes 15 similar questions about ISE was given before and after the respondents used the courseware prototype. Meanwhile, the reaction evaluation was given after the respondents used the courseware prototype in assessing the overall effectiveness of the prototype. After analyzing the data, we found that the correct answers of the learning evaluation were increased after the respondents used the prototype; and overall they agreed the effectiveness of the prototype in increasing their knowledge.

Sex Education within Biology Classes for Hospitalized Disturbed Adolescents

1976 ◽  
Vol 42 (8) ◽  
pp. 451-455 ◽  
Author(s):  
Susan H. Kalma
Keyword(s):  
High School ◽  
Sex Education ◽  
Emotionally Disturbed ◽  
Human Reproduction ◽  
Student Responses ◽  
Daily Process ◽  
Before And After ◽  
Open Discussion ◽  
Student Reactions

Sexuality is a major concern of adolescents and may be particularly anxiety provoking in the emotionally disturbed. Techniques of presenting material on human reproduction and methods for reducing anxiety were studied in biology classes at Cedarhurst High School. Comparison of student responses before and after the unit revealed mastery of the material. Student reactions, documented in daily process notes, included anxiety, anger, personalization, empathy, openness, and rejection. The emphasis on factual material and an open discussion of any question provides a milieu in which anxiety is minimized so that learning can occur and feelings can be expressed.

scholarly journals Assessment of Training of Community Pharmacists towards the Prevention of COVID-19 in a North Central State of Nigeria

2021 ◽  
Author(s):  
Olayinka Stephen Ilesanmi ◽  
Aanuoluwapo Adeyimika Afolabi ◽  
Oluwatosin Enoch Fakayode ◽  
Stephen Arigidi ◽  
Barakat Olatayo Olanrewaju
Keyword(s):  
Community Pharmacists ◽  
Infection Prevention And Control ◽  
Knowledge Gain ◽  
Main Role ◽  
Central State ◽  
Awareness Campaigns ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean

Background: Community pharmacists (CPs) are key providers of basic healthcare in communities, and barriers that may hinder enormous results in their role during the COVID-19 pandemic should be addressed. We conducted a training on the strategies for strengthening the Infection Prevention and Control (IPC) among CPs. Methods: Participants were 31 CPs in Ilorin, Kwara State. A quasi-experimental, before-and-after study was carried out. Data were captured using a self-administered questionnaire. The questionnaire had three sections; the first contained sociodemographic characteristics such as sex, age, and years of practice. The second section contained eight questions used to assess the knowledge of the respondents, each was assigned a score of “1” and the total obtainable score was “8”. The third section identified the role of CPs in the prevention of COVID-19. Results: The mean age of the 31 CPs who participated in the training was 49.5 ± 13.7 years, and 18 (58.1%) were males. The mean pre-test IPC training score was 4.968±1.329, while the mean post-test IPC training score was 5.323±1.077, (t=-1.611, p=0.118). All respondents identified that CPs had roles in the prevention of COVID-19. Among them, 27 (87.1%) identified community health awareness campaigns as their main role in the prevention of COVID-19. Regarding years of practice, 6 (35.3%) respondents with less than 20 years had COVID-19 IPC knowledge gain compared to 10 (71.4%) others with more than 20 and above years of practice (P=0.04). Conclusion: The training achieved its short-term objective. There is a need to for supervisory visits on the CPs at their place of practice to ensure knowledge acquired is put to the best use.  

The Differences between Problem-Based and Drill and Practice Games on Motivations to Learn

2015 ◽  
Vol 7 (3) ◽  
pp. 44-59
Author(s):  
Menno Deen ◽  
Antoine van den Beemt ◽  
Ben Schouten
Keyword(s):  
Game Design ◽  
Mathematics Learning ◽  
General Assumption ◽  
Educational Game ◽  
School Students ◽  
Training Approach ◽  
Intrinsic Motivations ◽  
Post Test ◽  
Practice Mode ◽  
Drill And Practice

Two trends can be witnessed in educational game design: Problem-Based Learning and Drill & Practice Training approach. The general assumption appears to favor Problem-Based approach above Drill & Practice, in regard to players' motivation. However, the differences between the approaches are seldom studied. The authors examined the motivational impact of one game consisting of a Problem-Based-, and a Drill & Practice learning mode. The first presents players with an ill-defined problem and offers various solutions to a challenge. In the Drill & Practice mode, there is only one correct answer. Secondary school students played the game and completed a pre- and post-test questionnaire about their experienced regulatory style for studying mathematics. Results suggest that the Problem-Based mode may decline the experience of feeling controlled by others to engage in mathematics learning. In comparison, players of the Drill & Practice mode reported increased intrinsic motivations towards mathematics.

scholarly journals Pengembangan Game Edukasi Bilomatika untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Matematika Kelas 1 SD

2019 ◽  
Vol 6 (6) ◽  
pp. 617
Author(s):  
Risqi Ervera Nur Arifah ◽  
Sukirman Sukirman ◽  
Sujalwo Sujalwo
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
First Grade ◽  
Educational Game ◽  
School Students ◽  
Normality Test ◽  
Before And After ◽  
Post Test ◽  
Depth Interviews ◽  
Difficult Subject

<p class="Judul2">Matematika merupakan mata pelajaran yang perlu diperkenalkan sejak Sekolah Dasar (SD). Berdasarkan observasi di SD Negeri Nayu 77 Surakarta khususnya kelas 1, kebanyakan siswa masih menganggap bahwa mata pelajaran Matematika dianggap sulit sehingga kurang diminati. Salah satu penyebabnya adalah metode pembelajaran yang diterapkan masih menggunakan media berupa buku sebagai pedoman. Untuk itu, media pembelajaran yang menyenangkan perlu digunakan, misalnya menggunakan <em>game</em>. Penelitian ini bertujuan untuk mengembangkan game edukasi bernama “Bilomatika”, yaitu game edukasi yang memuat materi Bilangan untuk siswa kelas 1 SD sehingga dapat digunakan sebagai media dalam kegiatan pembelajaran. Metode yang dipakai dalam penelitian ini yaitu <em>Research and Development</em> (R&amp;D) dengan model pengembangan <em>Waterfall</em>. Teknik pengumpulan data dilakukan melalui obeservasi, angket dan wawancara mendalam. Teknik analisis data dilakukan dengan metode statistik deskriptif. Validasi aplikasi <em>game</em> edukasi dilakukan oleh dua ahli media dan ahli materi yang kompeten di bidangnya dengan persentase nilai sebesar 80,5% dan 85,2%, sehingga masuk dalam kategori sangat layak. Berdasarkan <em>pre-test</em> dan <em>post-test</em> sebelum dan sesudah memainkan <em>game</em> Bilomatika yang dilakukan terhadap 25 siswa SD N 77 Nayu Surakarta, diperoleh nilai uji normalitas <em>N-Gain</em> dengan peningkatan rata-rata sebesar g=0,72. Dengan demikian, dapat disimpulkan bahwa aplikasi <em>game</em> edukasi Bilomatika ini layak dan efektif untuk digunakan sebagai salah satu alternatif media pembelajaran di kelas 1 SD.</p><p><strong>Abstract</strong></p><p class="Judul2"><em>Mathematics is a subject that needs to be introduced since elementary school (SD). Based on observations in SD Negeri Nayu 77 Surakarta, especially first grade, most of the students still consider that Mathematics is difficult subject, so that they are less interested. One reason is that the learning method applied still uses books as a guidance. For this reason, fun learning media needs to be used, for example using games. This study aims to develop an educational game called "Bilomatika", an educational game that contains material of Numbers for first grade of elementary students, so that it can be used as a medium in learning activities. The method used in this study is Research and Development (R &amp; D) with a model of Waterfall. Data collection techniques were carried out through observation, questionnaires and in-depth interviews. The data was analyzed by descriptive statistical method. Validation of the educational game application is carried out by two media experts and material experts who are competent in the fields with a percentage value of 80.5% and 85.2%, so that it falls into the very feasible category. Based on the pre-test and post-test before and after playing the Bilomatika game conducted on 25 elementary school students of SD Nayu Nayu 77 Surakarta, N-Gain normality test scores were obtained with an increase in average of g = 0.72. Thus, it can be concluded that the Bilomatika educational game application is feasible and effective to be used as an alternative learning media in the first grade of elementary school.</em></p><p><strong><br /></strong></p>

scholarly journals The Effect of Sex Education on Knowledge and Attitude in Adolescent with Intellectual Dissability in SLB N 1 Bantul

2018 ◽  
Vol 2 (1) ◽  
pp. 33-41
Author(s):  
Rahmah Widyaningrum ◽  
Ignasia Nila Siwi
Keyword(s):  
Sex Education ◽  
Sexual Behaviors ◽  
Education Program ◽  
Specific Treatment ◽  
Simple Random Sampling ◽  
Lack Of Information ◽  
Before And After ◽  
Post Test ◽  
Adolescent Student ◽  
Knowledge And Attitude

Background: There are 3.708 children with intellectual dissability in Yogyakarta. Adolescents with intellectual disability will have limitation on cognitive, adaptive behavior and social-personal function, which lead to some diverted behaviors such as inability to maintain cleanliness, taking care of themselves, and conducting good act of sexual behaviors. These conditions will lead to social perception as childish, inhuman, asexual, or bad sexual behavior due to lack of information and low cognitive function. Purpose : This study aimed to assess the efect of sex education on knowledge and attitude of adolescent student with intellectual dissability in SLB N 1 Bantul, Yogyakarta. Methods : This is a pre experimental with one group pre test-post test design. Twenty (20) students with intellectual dissability were recruited using simple random sampling. Knowledge and attitude were measured using questionnaire before and after sex education program for four weeks. The data were analyzed using paired t-test. Result : There is a significant (p= 0.000) different on the knowledge anda significant (p= 0.039) different on the attitude before and after six-sex education program. Conclusion : Adolescent with intellectual dissability require specific treatment, communication and skillto improve their knowledge and attitudethrough sex education program.

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